초록 열기/닫기 버튼
This study explores four Korean children’s learning experiences in early English reading and identifies their challenges from the children’s perspectives. The study draws on a larger research project with 14 children in Seoul. Among the participants, four second graders were selected as a focus group, who were found to have had much difficulty reading in English despite their prior phonics learning. Data were collected from the children and their parents from tests, interviews, informal talks, student work, parent diaries and research journal during a four-month exploratory intervention. Four themes emerged: (1) varying levels of difficulty in letter-sound correspondences, (2) lack of unfamiliar word reading practice, (3) neglect of sight word recognition, and (4) lack of supportive parental involvement. Based on these findings, this research suggests effective ways of assisting learners to become alphabetic readers and also to develop early English reading skills in a more balanced and holistic way.
