The papers collected in this volume support the theory that the language skills of the dialectically different child can form a solid matrix upon which a viable reading/learning environment can be organized. Chapters under the section "Focusing on the Problem" discuss nonstandard dialect problems and make some observations on cognition and language. Reading problems and foreign language interference, reading skill acquisition, dialect differences in oral reading, Black English phonology and the question of reading interference, creative language activities for the culturally divergent child, dialectal readers, and the relationship between Black English and reading are some of the topics covered in the section "Questioning Language Difference Interference." The remaining two sections, "Publishing Nonstandard Dialect Materials" and "Reviewing Some Issues and Principles," discuss neutralizing the effect of a nonstandard dialect, a nonstandard publisher's problems, and current perspectives from linguistics and psychology on language and cognition. It is hoped that teachers will glean from the various papers materials relevant to the challenges of their separate teaching assignments. (HOD)