As studies indicate that dialect usage is not a barrier to reading, teachers can create an effective reading program for black students not by giving instruction in standard English, but by changing their own attitude toward black dialect. Showing that dialect users reencode standard English into their own language patterns when reading orally, Y. and K. Goodman's study found that many grammatical miscues are, in fact, signs of reading for meaning. The research suggests, therefore, that teachers need to treat students' home language with respect. Teachers without reading materials adapted to dialect can improve their teaching of dialect users if they effect changes in their own knowledge, attitudes, methods and materials, including (1) recognizing that students' cultural experiences will affect their reading comprehension, (2) learning more about students' dialect patterns, (3) accepting dialect miscues as evidence that students are comprehending what they read, and (4) focusing not on word identification but on larger strategies for improving comprehensiion, such as SQ3R (survey, question, read, recite, and review). (MM)