Understanding how dialect affects reading in Black children
Official title: Dialect Detection in School-age Black Children: An Eye-tracking Study
Funded at University of Houston · NIH-10729860 · Data updated 2026-11-12
This study looks at how speaking African American English affects reading skills in Black children in school, using special eye-tracking tools to see how they understand language when it's mostly in Mainstream American English, with the hope of finding ways to better support their learning.
Quick facts
| Grant type | R21 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Houston NIH-funded |
| Lab location | 1 site (Houston, United States) |
| Project start | December 1, 2022 |
| Project end | November 30, 2025 |
| Funding year | 2024 |
| Award (this year) | $232,500 |
| NIH project number | 5R21DC019997-02 |
| Project ID | NIH-10729860 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are Black children aged 5 to 11 years who primarily speak African American English.
✕Less likely to help
Children who do not speak African American English or are outside the age range of 5 to 11 years may not benefit from this research.
What this research studies
This research investigates how dialect differences impact reading performance in school-age Black children, particularly those who primarily speak African American English (AAE). By using eye-tracking technology, the study aims to identify how these children process language in a learning environment that predominantly uses Mainstream American English (MAE). The goal is to uncover subtle comprehension challenges that may arise due to dialect mismatch, which traditional language assessments may overlook. This research seeks to provide insights that could inform educational strategies and support for children facing these challenges.
Why it matters
Potential benefit: If successful, this research could lead to improved educational approaches that better support Black children in their reading development.
How similar studies have gone: Previous research has indicated that dialect mismatch can significantly affect educational outcomes, suggesting that this approach may yield valuable insights.
Where this research is happening
-
University of Houston
Houston, United States Active
Researchers
- Principal investigator: Mills, Monique T — University of Houston
- Study coordinator: Mills, Monique T
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.