This study focused on the following questions involved in the implementation of the language experience approach: (1) Which tutor will produce the most effective responses? (2) What is the reality of the existence of a Black English vernacular syntax? and (3) Is there evidence of black-white linguistic overlap? Natural, transcribed conversations of 28 black first grade subjects and eight white first grade subjects were used for preparation of language experience stories for beginning reading. The stories were generated with the help of four types of tutors: black community adults, white professional adult teachers, black sixth grade children, and white sixth grade children. The results did not prove or disprove the existence of Black English vernacular syntax, but the hypothesis of linguistic overlap was confirmed. Furthermore, the study tentatively indicated that trained teachers and community workers can be encouraged to use children's recorded natural conversations as a basis for language experience stories in beginning reading instruction. (Author/TS)