Language samples were collected from 12 randomly selected black first graders of average intelligence, from low socioeconomic families in a New York City suburb. The language samples were analyzed for black English syntactic features and language structural patterns. Three basal reader passages were then selected and repatterned for each pupil, to approximate the frequency of such features and patterns in the pupil's oral language protocol. Pupils were randomly assigned to the reading of each passage in either the basal or repatterned version and were tested for comprehension using both structured questions and free recall. Results indicated that reading comprehension was enhanced by the repatterned materials and that there is a correlation, but not a causal relationship, between the proportion of black English usage and reading skill. It was found also that the pupils had an oral language repertoire which included a variety of language structural patterns, that they are capable of switching to standard English from most of the black English features, and that they have communication competence in modifying their language patterns in different situations. (Author/AA)