The language the Negro child brings with him to school has a linguistic structure which is clearly distinguishable from that of standard English. His language is not a defective form of speech. There is, however, what Labov calls, "reciprocal ignorance," a mutual lack of comprehension for the other's language system. Writing is a secondary symbol system, and, before it can be adequately taught, the correspondences between the child's primary symbol system which is oral and standard English must be understood. This, to a large extent, is what William S. Carroll intends to achieve with his "second language approach." It is necessary to involve the child in a series of experiences that develop his oral language competence. The Negro ghetto child must develop conceptual language symbols such as "up-down" and "big-bigger." It might be wise to delay the usual reading materials until this is successfully accomplished. The child should learn to manipulate the various parts of his language to read what he says. When this phase is well under way, he can begin to learn to read what the teacher says. (WL)