In an attempt to demonstrate that the mismatch between the grammatical features of Black dialect and Standard English grammar used in children's reading materials is a source of reading interference, 67 second and third grade Black dialect speaking children each read orally a text written in Black dialect and a parallel text written in Standard English. Subjects also retold the contents of the texts and answered multiple-choice comprehension questions. The analysis of oral reading miscues and the measures of comprehension formed the dependent variables for the study. It was hypothesized that the dialect text, because it reduced the mismatch between the children's language and the printed language, would produce greater comprehension, more effective use of contextual and graphophonic information and fewer dialect-related miscues than the Standard English text. The results of the analysis, however, failed to support the prediction of the reading interference hypothesis, as no differences were found between the dialect and standard texts on comprehension, use of contextual information, and use of graphophonic information. On dialect related miscues, the results were in the opposite direction of that predicted by the hypothesis. (Author/MF)