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Nonmainstream American English Is Related to Reading Comprehension via Word Reading and Listening Comprehension

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Title: Nonmainstream American English Is Related to Reading Comprehension via Word Reading and Listening Comprehension
Language: English
Authors: Brandy Gatlin-Nash, Young-Suk Grace Kim
Source: Mind, Brain, and Education. 2026 20(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: P50HD052120
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: North American English, Dialects, Nonstandard Dialects, Elementary School Students, Reading Comprehension, Racial Differences, Income, Gender Differences, Age Differences, Oral Language, Written Language, Listening Comprehension, Reading Instruction
DOI: 10.1111/mbe.70038
ISSN: 1751-2271
1751-228X
Abstract: Many children from minoritized backgrounds and/or low-income homes exhibit reading difficulties. Several of these children may also speak a dialect of English that differs from the mainstream or general forms of English found in most textbooks. In the present study, we examined Nonmainstream American English (NMAE) use and the nature of its relation to reading comprehension. We explored dialect frequency in both an oral and a written narrative task among 250 first-, second-, and third-grade students. We found that children's NMAE use varied by race, income level, gender, age, and context (oral or written). Using structural equation modeling, we found that controlling for children's demographic backgrounds and grade, NMAE use in oral and written contexts was related to reading comprehension. However, this relation was completely mediated by two powerful and well-established predictors of reading comprehension--word reading and listening comprehension. Our study provides evidence that instruction focusing on component skills of reading using dialect-informed instruction could potentially inform future intervention studies and practice in classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498543
Database: ERIC
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  Data: Nonmainstream American English Is Related to Reading Comprehension via Word Reading and Listening Comprehension
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  Data: <searchLink fieldCode="AR" term="%22Brandy+Gatlin-Nash%22">Brandy Gatlin-Nash</searchLink><br /><searchLink fieldCode="AR" term="%22Young-Suk+Grace+Kim%22">Young-Suk Grace Kim</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 11
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: <searchLink fieldCode="DE" term="%22North+American+English%22">North American English</searchLink><br /><searchLink fieldCode="DE" term="%22Dialects%22">Dialects</searchLink><br /><searchLink fieldCode="DE" term="%22Nonstandard+Dialects%22">Nonstandard Dialects</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Income%22">Income</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink>
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  Data: 10.1111/mbe.70038
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  Data: Many children from minoritized backgrounds and/or low-income homes exhibit reading difficulties. Several of these children may also speak a dialect of English that differs from the mainstream or general forms of English found in most textbooks. In the present study, we examined Nonmainstream American English (NMAE) use and the nature of its relation to reading comprehension. We explored dialect frequency in both an oral and a written narrative task among 250 first-, second-, and third-grade students. We found that children's NMAE use varied by race, income level, gender, age, and context (oral or written). Using structural equation modeling, we found that controlling for children's demographic backgrounds and grade, NMAE use in oral and written contexts was related to reading comprehension. However, this relation was completely mediated by two powerful and well-established predictors of reading comprehension--word reading and listening comprehension. Our study provides evidence that instruction focusing on component skills of reading using dialect-informed instruction could potentially inform future intervention studies and practice in classrooms.
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      – Text: English
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      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: North American English
        Type: general
      – SubjectFull: Dialects
        Type: general
      – SubjectFull: Nonstandard Dialects
        Type: general
      – SubjectFull: Elementary School Students
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Racial Differences
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      – SubjectFull: Income
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Written Language
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      – SubjectFull: Listening Comprehension
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      – SubjectFull: Reading Instruction
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      – TitleFull: Nonmainstream American English Is Related to Reading Comprehension via Word Reading and Listening Comprehension
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