The hypothesis of this study was that stories created by a dialectical subgroup of third grade Negro children might be more comprehensible to other members of that group than the usual instructional materials. A random sample of third graders was asked to tell stories in response to four pictures. The stories were tape recorded and then transcribed. Cloze exercises were made from passages in the child-developed stories and the textbook, and then given to all 79 third grade students in the school. When scores on the two cloze tests were compared, it was found that 70 subjects scored higher on the child generated passages, thus supporting the hypothesis. This language experience approach to reading comprehension may be more effective for minority group youngsters than materials based on standard English. (NH)