The Effect of an Intercultural Communication Model on the Reading Comprehension of Refugee and Underprivileged Learners

Ghada M. Awada


This study describes a shifting of paradigm in the literacy education of Syrian refugees and underprivileged Lebanese learners (n = 72) in three eighth-grade classes in a public school in Lebanon. The study used a pre/post experimental control-group design to address its research questions. As complement to a Human Rights Education curriculum framework suggested in 2018, an intercultural communication model named the Third Space Literature Circle (TSLC) is offered, its goal to improve the reading comprehension of underprivileged Syrian and Lebanese learners. An experimental group (n=49), received the TSLC model instruction whereas the control group (n=23), received the regular reading instruction. Results show that the experimental group outperformed the control group; in particular, some members of the experimental group became more fluent describing their experiences than their control group-counterparts.

    Human Rights Education, Literature Circle, literacy, reading comprehension, Third Space

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Ghada M. Awada (Primary Contact)
Author Biography

Ghada M. Awada, Lebanese American University, Graduate Research Studies, Chouran Street, Beirut, Lebanon

Dr. Ghada M. Awada has a PhD in education and a PhD in public international law and diplomacy. She is a founder of the Gloria Academy ( She was a Fulbright Scholar at North Carolina State University (2016). She has served as a UNESCO and World Bank consultant. She is the first female recipient of the American University of Beirut Excellence Service Award (2018) and a faculty member at the Lebanese American University. She specializes in HRE, learning difficulties, cooperative learning, intercultural education, global citizenship education, curriculum reform and teacher-training issues.

Awada, G. M. (2022). The Effect of an Intercultural Communication Model on the Reading Comprehension of Refugee and Underprivileged Learners. Journal of Intercultural Communication, 21(3), 88–99.

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