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Dialect variation, dialect-shifting, and reading comprehension in second grade.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Education

Background:

  • Nonmainstream American English (NMAE) use is prevalent among young students.
  • Understanding the relationship between dialect use and academic achievement is crucial for educational equity.

Purpose of the Study:

  • To investigate how second graders' spoken NMAE use changes throughout the school year.
  • To examine the association between NMAE use, dialect shifting, and oral language and reading comprehension skills.

Main Methods:

  • Longitudinal study of 680 second graders from fall to spring.
  • Analysis of spoken NMAE production, oral language, and reading comprehension scores.
  • Examination of factors influencing dialect shifting, including socioeconomic status and school context.

Main Results:

  • Initial NMAE use negatively correlated with academic achievement.
  • NMAE use generally decreased from fall to spring, indicating dialect shifting.
  • Students from lower socioeconomic backgrounds and with stronger language skills showed more dialect shifting.
  • Attending more affluent schools predicted greater dialect shifting.
  • Increased dialect shifting correlated with improved reading comprehension gains.

Conclusions:

  • Dialect shifting in second graders is influenced by socioeconomic factors and school environment.
  • Dialect shifting may positively impact reading comprehension development.
  • Educational interventions should consider the linguistic diversity of students and its relation to academic success.