Examining the Effect of Language and Home Literacy on Syrian Refugee Children’s Reading Comprehension (Poster 28)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Poster Session for the Special Interest Group "Research in Reading and Literacy" SIG 11

Abstract

This study investigated the trajectory of Syrian refugee children's reading comprehension in Arabic, over three time points after migrating to Canada. A three-level multilevel model was built to estimate variances of child and family effects on initial reading comprehension scores and their change over time. Child-level language skills (Arabic vocabulary knowledge) and family-level home literacy environment (Arabic home language richness and parental education) were entered into the model to examine their individual contributions. Results showed that Arabic vocabulary improved children’s reading comprehension. In addition, the interaction between Arabic home language richness and parental education contributed significantly to reading comprehension development. A rich home language environment, and high parental education, were associated with greater improvement in reading comprehension.

Authors

• Zein Abuosbeh, University of Toronto - OISE

• Songtao Wang, University of Toronto - OISE

• Redab Al-Janaideh, York Region District School Board

• Alexandra Gottardo, Wilfrid Laurier University

• Johanne Paradis, University of Alberta

• Becky Chen, University of Toronto - OISE