This booklet is an annotated bibliography of recent work about the reading performance of Black-English-speaking children. The first half of the book lists materials according to the factors that influence the reading performance of black children: dialect interference, intellectual ability, environment, perceptual deficiencies, self-concept, classroom behavior, limited opportunities, teacher attitudes, and test bias. The latter half of the booklet lists materials that suggest strategies for improving black children's reading performance, including language and reading programs, preschool intervention, diagnostic and readiness procedures, improving self-concepts and behaviors, teacher training, and school philosophy. The final chapter provides recommendations for future work, other reading materials, and an inventory of phonological and syntactical differences between Black English and Standard English. (RL)