Rachel Boit, Savannah Bayer, Joy Birabwa, Linda Hestenes, Mauri Mckoy, Amanda Eastern
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引用次数: 0
Abstract
Shared book reading at home is a beneficial language and literacy learning experience for young children. While there has been extensive research on shared book reading in general, more is needed on understanding what this looks like for multilingual refugee families and their preschool children, particularly among Burmese families in the United States. Past research has focused on literacy development among Burmese refugee children in the school context, but few studies exist on shared book reading among Burmese refugees and their preschoolers in the home context. This qualitative study highlights four Burmese mothers and their young children’s use of dual language books in shared book reading while incorporating interactive reading strategies like questioning, pointing and extratextual talk. Findings indicate that these mothers’ capacities to engage in book talk and scaffolding promote children's and caregivers' literacy skills. The study also highlights the need for resources and interventions that might be developed to support these families in their efforts to boost young children’s literacy using shared book reading strategies.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field