In response to the academic achievement gap of black American students� vis-�-vis whites and Asians, Paul C. Mocombe developed his Mocombeian Strategy and Reading Room Curriculum, which posit a comprehensive mentoring program of educated black professionals and the restructuring of the linguistic structure of black American inner-city students via phonetic and language arts instructions, as the solutions to resolving the gap. The two approaches are based on Mocombe�s hypothesis that the academic underachievement of black American students, vis-�-vis their white and Asian counterparts, on standardized tests is grounded in what he refers to as �a mismatch of linguistic structure and social class function.� This work explores the theoretical, practical, and pedagogical relationships between Mocombe�s �mismatch of linguistic structure and social class function hypothesis,� The Mocombeian Strategy, and Reading Room Curriculum (published as Mocombe�s Reading Room Series)
