In view of the inadequate beginning reading achievement of many minority students, specific pedagogical factors that may enhance the classroom teacher's ability to help such children learn to read have been identified. Educational research suggests that the teacher is a major variable in the degree of success of the reading program. Teacher attitudes, motivation, and expectations can affect teacher-pupil relationships, distribution of teacher time, evaluation of the student, and subsequent effectiveness of the reading program. Teachers should appreciate varied cultural lifestyle manifestations. Students' language differences present special needs which may be met by using the language experience approach, by exhibiting acceptance and understanding of the child's dialect, and by selecting reading materials that include positive reflections of the ethnic group and lifestyle of the child. Black primary children prefer to read books containing black characters, and those that are interesting and relevant to them; the use of such materials may contribute to increased interest and achievement as well as a more positive self-concept. Teachers should analyze reading materials for racial content and select only those which portray minorities sensitively and positively. (DF)