Learning Together Over Time: Shared Book Reading Experiences with Burmese Refugee Families

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Solicited Content: Refugee Children

Abstract

Burmese refugees are one of the largest incoming refugee groups in the United States (Igielnik & Kronstad, 2017). However, limited research exists on Burmese refugee children’s educational experiences (Quadros & Sarroub, 2016). With the known positive and lasting effects of reading with young children (Phillips & Norris, 2008), we elected to work with local refugee families and support their goals in promoting their children’s literacy through sharing book-reading strategies. Previous parent interviews highlighted concerns about their English skills, limited access to books, and low frequency of book-reading. The goal for this project was to understand how Burmese refugee parents make use of shared book-reading strategies while reading bilingual books with their children.
Four Burmese refugee mothers, who were part of a broader project, participated in this experience with their preschool-aged children. A Burmese-speaking interpreter was utilized for communication between the investigators and families. Data gathering proceeded in four phases. Investigators first modeled shared book reading strategies including reading aloud, asking questions, pointing at words, having conversations on each page, and linking content to real-life experiences. Families received bilingual books to read in the language they were most comfortable with. The second phase involved audio-recording mothers and children reading together while investigators took field notes. The third and fourth phases included video recording of their shared book-reading sessions. Parents were encouraged to read with their children as often as possible. There were, on average, six-week periods after each phase to allow families to continue practicing the reading strategies.
Data analysis proceeded through several stages of coding. First, investigators individually listened to the audio recordings and watched the videos to identify the reading strategies and behaviors of each family. Each investigator wrote a short memo detailing themes and insights about each family. The next stage involved each investigator critically listening, watching, and coding the audios and videos for reading behaviors such as scaffolding, child engagement and comfort, reading strategies, and changes over time. Lastly, as a collective, the team created a full profile for each family that consolidated what was learned.
Results indicated that over time, families adopted many shared book-reading strategies. They scaffolded their children’s learning by using descriptive language, asking open-ended questions, having conversations, and pointing at words and pictures as they read. Furthermore, parents became more comfortable and confident in their reading abilities and occasionally assumed the lead in reading whereas before, the children often led. Although some mothers faced challenges using English, this did not deter them from interacting with the children in both English and their home languages.
We conclude that although Burmese refugee families may have challenges with reading to their children due to language barriers and limited access to books, their goals to promote their children’s education and literacy motivated them to engage in shared book-reading. It was clear that over time the bilingual books and the consistent practice led to confidence and improvements in reading for the mothers and children. This is an aspect that individuals working with refugee families should promote.

Authors

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

• Amanda C Barnes, University of North Carolina at Greensboro
  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