Strengthening and changing the curriculum to meet the needs of the inner-city child must be done by recognizing both the cultural aspects of the child's environment and the actual problems that he faces rather than by imposing traditional middle-class values, activities, and language. Steps suggested to both the teacher and the parent for improving the meaning vocabulary of inner-city children are (1) talk to the child, (2) listen to the child, (3) read to the child, (4) teach sequentially specific word recognition skills, (5) take the child on trips, (6) build a reading atmosphere for the child, (7) encourage the child to join the public library, (8) buy and make word games and puzzles for the child, (9) praise the child, and (10) give the child responsibilities which he is capable of taking. A sequence of specific word recognition skills and grade levels, an Afro-American vocabulary list, and references are included. (CM)