Variations between standard and nonstandard dialects are described as they relate to teaching reading. Children, when they enter school, have developed patterns of oral language which affect their abilities to learn to read in proportion to the degree to which their language patterns vary from standard English. Studies have shown that while disadvantaged children have more poorly developed language skills than their middle-class counterparts, they can be given instruction which will raise these skills. Speech should be encouraged without correction of dialectal differences as mistakes by providing stimulating experiences such as field trips, book sharing, films, pictures, etc. Teaching methods such as those used in English as a second language programs may be used profitably in direct language skills instruction. (MS)