Linguistic interference as a key factor in the acquisition of reading skills by inner-city black children is explored. Examples of syntactic and phonetic structures in the black dialect which are different from standard English and the role these differences play in beginning reading are given. The use of dialect-based texts allows the child to learn to read with familiar language patterns; therefore, it is recommended that dialect-based texts rather than experience charts be used as the first readers for Negro nonstandard English speakers. Through use of these texts, vocabulary can be controlled, and it will not be necessary to rely upon the teacher's knowledge of the dialect. Transition texts that move from nonstandard to standard English may also be provided. (CM)