Oral Language and Reading Development: Insights from a Systematic Replication Across Diverse Contexts

• In Event: AERA Roundtable Session Saturday 1:45 pm - Gold 4
  In Roundtable Session: Multimodal Literacies: Visual, Digital, and Oral Perspectives

Abstract

This study explores the connection between oral language and reading development in a multi-site randomized control trial of the Read Well Tier 2 program. Guided by the Active View of Reading framework, we examine how interventionists’ use of language development strategies—modeling, practice, and discussion—affects reading outcomes. Preliminary findings show positive associations between language support and vocabulary growth. Ongoing analyses investigate which strategies most strongly predict post-test performance and whether effects vary by student subpopulation. As classrooms grow more linguistically diverse, this research highlights the need to integrate language comprehension into foundational reading instruction. Findings contribute to reading science debates and support holistic, equity-driven approaches that reflect the realities of today’s diverse student populations.

Authors

• Holland Kowalkowski, University of Texas at Austin

• Dora Diaz, University of Texas at Austin

• Ling Chen, University of Massachusetts - Amherst

• Yixian Huang, University of Texas at Austin

• Doris Luft Baker, University of Texas at Austin

• Cara R. Richards, California State University - Long Beach

• Vivian Wong, University of Virginia

• Emily J. Solari, University of Virginia