Renewed interest in the connection between black English and reading difficulty warrants a summary of the groundwork laid in the 1960s and 1970s. Linguists have established the fact that black English is a legitimate language, that its speakers are not language deficient, and that the basic difference in black and standard English pertains to syntax, especially the verb system. How differences cause reading difficulty for children has also been addressed. W. Stewart considers the problem to be a structural conflict between the patterns of nonstandard dialect and the equivalent patterns of standard English. The similarities between the two languages also cause difficulty. Cultural differences often influence the teaching of reading, and many scholars agree on the need for professionals to know and respect the nonstandard language and culture. Some studies show that poor black parents are or can be an important part of their children's success in reading. The use of dialect readers as a transition to standard English remains controversial. The use of a foreign language or standard English as a second dialect approach has had some success. Various statistics seem to indicate that teachers are doing a better job of teaching reading to black students in the 1980s. (A five-page bibliography of specific research and authors is included.) (JD)