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

Autor/inn/en	Barnes, Amanda C.; Boit, Rachel J.; Conlin, Dana; Hestenes, Linda L.
Titel	Engaging in Interactive Book Reading: Experiences of Refugee Mother-Child Dyads
Quelle	In: Early Childhood Education Journal, 50 (2022) 1, S.107-117 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Amanda C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01142-5
Schlagwörter	Refugees; Preschool Children; Emergent Literacy; Mothers; Parent Child Relationship; Second Language Learning; Reading Strategies; Language Usage; Language Skills; Interaction + Suchen Sie Ihr Suchwort? Flüchtling; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zweitsprachenerwerb; Reading strategy; Leselernstufe; Lesetechnik; Sprachgebrauch; Language skill; Sprachkompetenz; Interaktion
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01