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.

在家共享书籍阅读对幼儿来说是一种有益的语言和读写能力学习经历。虽然人们对共享图书阅读进行了广泛的研究，但仍需要更多的研究来了解多语言难民家庭及其学龄前儿童，尤其是在美国的缅甸家庭的情况。过去的研究主要集中在学校背景下缅甸难民儿童的识字能力发展，但很少有关于缅甸难民及其学龄前儿童在家庭背景下共享书籍阅读的研究。这项定性研究重点介绍了四位缅甸母亲及其年幼的孩子在共享图书阅读中使用双语书籍的情况，同时结合了提问、指点和文本外谈话等互动阅读策略。研究结果表明，这些母亲参与读书谈话和搭建脚手架的能力可以提高儿童和看护者的识字技能。该研究还强调需要开发资源和干预措施来支持这些家庭利用共享书籍阅读策略来提高幼儿的识字能力。