Abstract
Linguists, educational psychologists, educators, and parents have been greatly concerned about the poor reading achievement of black youth countrywide. 1 National surveys report that black children score significantly lower on reading achievement tests than do their white peers of the same socio-economic and residential status.2 Furthermore, it has been found that there is a disproportionate number of black children in remedial reading classes.3 Numerous causes for the reading failure have been offered by researchers. The most prominent are the deficit theory and the difference theory. The deficit theory claims that black ghetto children show a cultural, cognitive, and/or linguistic deficiency resulting from an impoverished environment. Psychologists and educators, the main supporters of this view, claim that these black children enter school
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