DESCRIPTORS

The rationale for a reading program for the Afro-American is discussed. The school-age child is identified as the individual most affected by the problems of a dual culture. The following points are emphasized. (1) While the school is severely limited in any attempt to directly influence factors causing the disadvantaged environment, learning can be adjusted to take background and environment into account. (2) Nothing in the child's background automatically precludes his learning to read. (3) Practical solutions include the use of a variety of materials, instruction by a well-informed teacher with a knowledge of the developmental and sequential nature of the reading process, and provisions for adequate practice. (4) To be successful, the teacher must be aware of how ethnic group membership shapes the child's world. (5) Two key concepts of language to be developed in the child are an acceptance of the facts that there are a variety of language systems in our scciety and that standard English is the universal dialect in the child. (6) The successful reading program is dependent upon the interaction between the teacher, student, and materials. References are included. (WB