Triadic Dual Language Storybook Reading for Adjustment of Afghan Refugee Children

Abstract

With over 100 million individuals forcibly displaced worldwide, refugee children and theirfamilies face numerous challenges, including disrupted access to quality education and developmental support. Despite the unique needs of children in the early years, interventions targeting younger refugee children remain scarce. This pilot study addressed that gap by developing, implementing, and evaluating a short-term dual language storybook reading intervention for young Afghan refugee children (aged 3-5) and their mothers. The intervention aimed to support children’s social-emotional competence, second language acquisition, and parent-child relationship, while also exploring potential improvements in overall family well- being. A cluster randomized controlled trial (CRCT) with a pre-post survey design and focus group interviews was conducted. Although quantitative results were not statistically significant after controlling for covariates, children in the intervention group showed higher gains across key variables. Despite the limited statistical findings, qualitative insights revealed improvements in children’s emotional expression, enthusiasm for learning, use of English at home, and mother- child bonding. Mothers also reported positive changes to their parenting skills, which led to a closer relationship with their children. The study offers preliminary evidence of how family- inclusive, culturally and linguistically responsive practices can support refugee families adjusting to life in a new host country.