In this research study I explore: (a) beliefs Korean ESL readers have about reading in L1 and L2 prior to the Retrospective Miscue Analysis (RMA) sessions, (b) how their beliefs about reading affect the way they read in L1 and L2 and their evaluation of themselves as readers in L1 and L2 reading, and (c) change of their beliefs about reading and about themselves as readers that result from the use of RMA.
I selected Korean ESL readers who expressed they have different beliefs about reading in L1 and L2 to examine their different reading beliefs in L1 and L2 and how they changed their reading beliefs in L1 and L2 through RMA. With the participants, I also examined the relationship between readers‘ belief and their reading strategy use. I chose adult Korean ESL readers who were in an advanced reading level in Korean and above an intermediate level in English to help them expand their L1 reading experience to their L2 reading.
Prior to the RMA sessions, Korean adult ESL readers had skill-based views of reading and viewed reading as an accurate rendition of a text. After participating in the RMA sessions over time, they gained more confidence in themselves as L2 readers and were able to verbalize their effective and ineffective strategies. These results validated the efficiency of using RMA for English learners as a tool to increase their awareness to apply strategic skills and strategies to improve reading comprehension ability in English.
|Advisor:||Goodman, Yetta M., Short, Kathy G.|
|Commitee:||Troike, Rudolph, Yaden, David B.|
|School:||The University of Arizona|
|Department:||Language, Reading & Culture|
|School Location:||United States -- Arizona|
|Source:||DAI-A 71/05, Dissertation Abstracts International|
|Subjects:||English as a Second Language, Literacy, Reading instruction|
|Keywords:||ESL, English as a second language, Korean, Miscue, Reading education, Retrospective Miscue Analysis|
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