Second, the effort and expense entailed in production of many different
non-standard texts, and the difficulties involved in effecting a transition to
standard English texts (something which supporters of non-standard texts
agree is necessary), rather indicate that this is an inappropriate course to
take without much further evidence of real and substantial dialect interference.
Third, we would recall here the desires of many parents who would
not wish to see non-standard texts used in schools, for the reason that they
would perpetuate their children's disadvantage. While linguists might argue
that this view is correct, but for the wrong reason, it is clear that parental
attitudes must not be ignored. Thus, with reading as with oral language, the
reasonable policy seems to be one of enlightened tolerance. Teachers could
well allow children, when reading out loud, to render the meaning of
standard English texts in their own dialect. This would coincide with the
view of reading as decoding in meaning; it is only after the meaning has been
assimilated that the child then produces something (i.e. this part of reading
aloud is an encoding process).