Abstract
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.
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Barnes, A.C., Boit, R.J., Conlin, D. et al. Engaging in Interactive Book Reading: Experiences of Refugee Mother–Child Dyads. Early Childhood Educ J 50, 107–117 (2022). https://doi.org/10.1007/s10643-020-01142-5
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DOI: https://doi.org/10.1007/s10643-020-01142-5