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dc.contributor.advisorGoodman, Yetta M.en_US
dc.contributor.advisorShort, Kathy G.en_US
dc.contributor.authorKim, Misun
dc.creatorKim, Misunen_US
dc.date.accessioned2011-12-05T21:57:44Z
dc.date.available2011-12-05T21:57:44Z
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10150/193672
dc.description.abstractThis research study 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.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectESLen_US
dc.subjectKoreanen_US
dc.subjectmiscueen_US
dc.subjectreading educationen_US
dc.subjectretrospective miscue analysisen_US
dc.titleAdult ESL Korean Readers' Responses about their Reading in L1 Korean and L2 Englishen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairGoodman, Yetta M.en_US
dc.contributor.chairShort, Kathy G.en_US
dc.identifier.oclc659754985en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberYaden, David B.en_US
dc.contributor.committeememberTroike, Rudolphen_US
dc.identifier.proquest11029en_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-24T19:32:37Z
html.description.abstractThis research study 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.


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