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

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.