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.
Keywords
dialect - African American English - linguistic diversity - language - literacy
