Exploring Oral Language, Spoken Language Variation, and Reading Profiles Among Black Children.

Abstract

This study explores the relation between oral language, spoken dialect variation, and reading achievement among Black children from low-income backgrounds, with an emphasis on identifying within-group variability. Few studies have examined how these variables interact to influence literacy outcomes. Using data from 797 children in Grades 1 to 4 (ages: 6-11 years), we conducted a two-part analysis. First, confirmatory factor analysis was used to assess the structure of language, dialect variation, and reading performance. The study found that while these skills are interconnected, they remain distinct constructs. Second, latent profile analysis was used to explore heterogeneity in language and reading skills within the sample, revealing distinct profiles of strengths and weaknesses. While children with higher dialect density of African American English were more likely to show lower literacy performance, dialect variation alone did not predict specific literacy profiles. These findings suggest that oral language proficiency and dialect variation should be considered when designing interventions to improve reading outcomes for Black children. This study contributes to the understanding of how dialect variation influences reading achievement and highlights the need for culturally responsive literacy instruction that values linguistic diversity.