Engaging in Interactive Book Reading: Experiences of Refugee Mother-Child Dyads

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Solicited Content: Refugee Children

Abstract

Interactive book reading is an active practice that stimulates children’s language and literacy development (Mol et al., 2009). With thousands of refugee families and children resettling in the United States every year, it is crucial to support their literacy development (Wofford & Tibi, 2018), however, there is limited research on interactive book reading practices among multilingual refugee families. Thus, the two broad aims of the study were first, to explore the interactive book reading experiences of refugee mother-child dyads, and secondly to identify how dual language books benefited families.
We utilized qualitative methods to capture the interactions taking place between refugee mothers and their preschool aged children (3-5 year-olds). Mothers were recruited from a nonprofit agency that supports newly arrived refugees gain self-sufficiency. Of the six mother-child dyads participating, four were Arabic-speaking, one spoke Burmese, and another spoke Nepali (see Table 1). Interpreters were utilized for communication between the researchers and participants. Data was collected in three phases. Phase one involved researchers modeling interactive book reading strategies; followed by a second phase where mother-child dyads were observed engaging in book reading while using dual language books. Lastly, a focus group was conducted with the four Arabic-speaking mothers. All interactions were audio recorded and transcribed.
Data analysis proceeded through several stages using a modified version of the Sort and Sift, Think and Shift (Maietta, 2006) qualitative analysis approach. First, two members of the research team read the transcribed book reading sessions, supplementary field notes, and the focus group transcript. They coded the data and identified key quotes. Next, the researchers independently wrote memos and created profiles to identify common themes across the six dyads. During the final stage of analysis, two other research team members reviewed the memos and themes to ensure completeness, establish trustworthiness and validation of the findings.
Findings demonstrated that mothers incorporated multiple interactive reading strategies while navigating interesting language dynamics. Mothers used multiple techniques, including: (a) pointing at the words and pictures; (b) describing the setting and pictures; (c) sounding out words so the children could read along; and (d) asking simple questions. Our findings indicated that book reading was a dual language practice; however, mothers’ linguistic abilities and language preferences influenced the experience. Mothers expressed difficulties with English pronunciation, nevertheless they all read in English. Additionally, it was common for dyads to hold conversations in their native languages, yet simultaneously mothers encouraged and often insisted that their children only speak English. In the focus group, mothers highlighted that dual language books increased vocabulary knowledge in both languages and family interest in reading. Mothers mentioned that they and their children benefited from the dual language books, promoting English acquisition and the maintenance of their native languages (see Table 2).
Our findings show that refugee mothers support their young children’s reading development in various manners. As families continue resettling in the United States, there is need for further research on their reading practices in order to develop culturally relevant literacy programming and support refugee children’s development.

Authors

• Amanda C Barnes, University of North Carolina at Greensboro
  Presenting Author

• Rachel Boit, University of North Carolina at Greensboro
  Non-Presenting Author

• Dana Conlin, University of California - Irvine
  Non-Presenting Author

• Savannah Bayer, University of North Carolina at Greensboro
  Non-Presenting Author

• Joy Catherine Birabwa, University of North Carolina at Greensboro
  Non-Presenting Author

• Mauri McKoy, University of North Carolina at Greensboro
  Non-Presenting Author

• Linda Hestenes, University of North Carolina at Greensboro
  Non-Presenting Author