The linguistic awareness/flexibility hypothesis posits that children with better metalinguistic knowledge have improved reading related academic performance. To date, no research has analyzed the effect of morphological or phonological interventions on improving metalinguistic competence for nonstandard dialect users. Sixteen typically developing African American 3rd (n = 7) and 4th (n = 9) graders participated. Grade- and sex-balanced groups received either a phonological or a morphological intervention. Results showed significant improvements in phonological awareness scores for 3rd graders in both groups, while narrative retell improved in different domains by intervention type. Reading scores did not improve. Nonstandard dialect use decreased. Educational implications and effect of interventions are discussed.