The purposes of this paper are: (1) to illustrate the nature of the difficulty when disadvantaged black children are taught reading by conventional methods; (2) to show that the conflict points, specifically, the phonological conflict points, need not be a problem if they are simply disregarded; and (3) to argue that disadvantaged black children who speak nonstandard Negro dialect be taught to read their dialect first (with only grammatical changes made in reading texts to match their nonstandard grammar), and later, after they have attained some facility in standard English, they should be taught to read standard English. Some of the conflict points between nonstandard Negro dialect and standard English are identified, and how these differences conflict during the teaching of reading by conventional methods is shown. (Author/DB)