Systematic literature review on early literacy interventions for children of immigrant families, including Dyslexia

Abstract

This study is a systematic literature review of early literacy education policies and related research papers for immigrant children. In today's society, immigration has long been a worldwide topic, and the early literacy education of immigrant children is worth more and more extensive and in-depth research. Every country that accepts immigrants faces reforms in its social policies and education system. So as to promote better integration of migrant children. At the same time, understanding the policies and implementation of migrant children's education, social and emotional development in various countries can also play a role of mutual learning and common progress. Based on these realities, this study aims to make a systematic review of the existing relevant policy and research literature, in order to provide the corresponding research basis for the reform of this field. This study uses a systematic literature review method to accumulate and analyze research results on early literacy intervention for immigrant children. On the basis of previous literature research, relevant policy documents are selected. Comparative analysis was made between policy documents and prior literature studies. The main research methods include literature retrieval process, inclusion criteria, exclusion criteria, analysis details, application of critical literature framework and comparative analysis of selected policy documents. This research divides the content of policy sample extraction into four themes. First, early literacy interventions, and second, language learning disorders such as dyslexia. Thirdly, immigrant parents and early childhood educators, and fourthly, relevant strategies and implementation. On the basis of the previous literature review, this paper further compares and discusses the theoretical and practical differences of these four topics, which provides the basis for perfecting the theory and practice. The conclusion is that the implementation of child literacy intervention policy is imperative. However, the implementation of early childhood literacy interventions will face different levels of challenge. This situation should therefore be described in greater detail in the relevant policy documents. The most prominent learning difficulty of immigrant children is language learning difficulty. Teachers and parents need to provide additional language instruction to help children adapt to the new language environment as soon as possible. Many countries have introduced parallel bilingual teaching in schools. But it can also create problems for educators, encouraging them to adapt to the variety of changes in students, and requiring the education system to provide training and teaching equipment for educators. Parents should be able to participate in the decision-making of school educators and provide effective home-language education for their children.