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Collaborating with Refugee Families to Increase Early Literacy Opportunities: a Pilot Investigation

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Abstract

In 2013, the USA admitted 69,909 refugees, 26,933 of whom were children (UNHCR, 2013). First- and second-generation refugee children may experience trauma related to the experience of displacement in addition to the obstacles of learning the English language. Given that students who speak English as a second language continue to perform significantly lower than peers on academic assessments (Kena et al. 2014), educators are tasked with developing effective and efficient ways to engage families to close the achievement gap and address the unique needs of refugee families. This article discusses factors that affect refugee families and strategies for enhancing collaboration to increase young children’s exposure to literacy activities. The strategies are demonstrated in a pilot study in which we sought to identify the effectiveness and acceptability of an early literacy program. Collaboration with local community organizations was instrumental in the implementation of the program. Results of the study indicated significant gains in receptive language. In addition, parents rated the program as acceptable.

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  1. Munroe-Meyer Institute, University of Nebraska Medical Center, 985450 Nebraska Medical Center, Omaha, NE, 68198-5450, USA

    Sara S. Kupzyk, Brea M. Banks & Mindy R. Chadwell

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  1. Sara S. Kupzyk
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Correspondence to Sara S. Kupzyk.

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Kupzyk, S.S., Banks, B.M. & Chadwell, M.R. Collaborating with Refugee Families to Increase Early Literacy Opportunities: a Pilot Investigation. Contemp School Psychol 20, 205–217 (2016). https://doi.org/10.1007/s40688-015-0074-6

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