Abstract
One of the most perplexing problems in education is accommodating the different ways that children learn. The most perplexing of all is the child with reading disabilities. It has been estimated that 8 million elementary and secondary children in America will not learn to read adequately (8). The reasons for these reading disabilities are numerous. Among all the factors that are possible causes of reading disability, language development and dialect have become of increasing concern. Because the educational system is geared toward middle class subject matter and vocabulary (standard English), the child who has never experienced these is at a disadvantage. Hence, it has been observed that students whose lan-
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