Interactive book reading is an active practice that aims to stimulate children’s language and literacy development. The interactions that take place during book reading are essential to understand; however, there is limited research on the practice of interactive book reading within refugee families. This qualitative study utilized observation and focus group data to capture the interactions taking place between six refugee mothers and their preschool aged children (3–5 years). The two broad aims of the study were first, to explore interactive book reading experiences of refugee mother–child dyads with the goal of understanding the strategies mothers used during book reading. The second aim was to identify how dual language books benefited families during and beyond interactive book reading. Results demonstrated that mothers incorporated multiple interactive reading strategies while navigating interesting language dynamics. Findings further highlighted the need for continued research on the reading practices of refugee families with preschool-aged children to develop culturally relevant literacy programming and support for these families.

互动阅读是一种积极的活动，旨在激发儿童的语言和读写能力。读书时发生的相互作用对于理解是必不可少的。但是，关于难民家庭内部互动阅读的实践研究很少。这项定性研究利用观察和焦点小组数据来捕获六名难民母亲与其学龄前儿童（3-5岁）之间的互动。该研究的两个主要目标是，首先，探索难民母子二元组的互动式读书体验，其目的是了解母亲在读书时所采用的策略。第二个目标是确定双语书籍在互动阅读期间及之后如何使家庭受益。结果表明，母亲在导航有趣的语言动态的同时融入了多种互动阅读策略。调查结果进一步强调，需要继续研究有学龄前儿童的难民家庭的阅读习惯，以制定与文化相关的扫盲方案并为这些家庭提供支持。