This paper explores the presence of African American Vernacular English patterns in the reading of one child over a 20-week period. In this paper, I present insights from linguists about African American Vernacular English, list linguistic patterns characteristic of African American Vernacular English speakers, examine the relationship between the African American Vernacular English and learning to read, and examine the particular demands of book language. A case study of an African American Vernacular English speaking Reading Recovery student is then presented. This case study explores this student's use of both African American Vernacular English patterns and the language of books.