The purpose of this study was to examine whether proofreading a text aloud was more effective than silent proofreading in helping Black English Vernacular (BEV) speaking students to locate and correct dialect features in writing. The study was divided into two parts. In the first part, 29 11th grade BEV-speakers edited three teacher-produced texts, one through silent proofreading, another by oral proofreading, and a third by listening to the teacher read the text aloud. In the second part of the study, 12 of the 29 subjects proofread excerpts from their own writing using both an oral and a silent proofreading strategy. When controlling for order and repetition effects, means of the number of errors located and corrected for the different types of proofreading were substantially the same. The results indicate that oral proofreading is not more effective than silent proofreading as an editing strategy. The findings suggest that while different proofreading strategies do help BEV-speaking students to find some of the errors in their own writing, all such strategies were of marginal effectiveness--fewer than 20% of student-produced errors were detected. One conclusion to be drawn from this may be that results of such activities do not warrant large investments of class time for this practice. (Two tables of data are included; 18 references are attached.) (Author)