A study investigated African-American children, Section 1703(f) of the Equal Education Opportunity Act of 1974 and the attention paid to teaching these children to read in current reading method textbooks. The main aspects of Black English were identified and recognized as significant barriers to reading achievement. The contents of 14 of the most widely used college and university undergraduate reading method textbooks were analyzed to determine whether the reading needs of African-American children were being addressed. Results indicated that little attention was being paid in reading textbooks to the reading needs of African-American children and that the plight of these culturally and linguistically diverse children over the last two decades had not changed significantly. (Three tables of descriptive statistics, and a series of positive teaching steps to improve the situation are included; 22 references are attached.) (Author/PRA)