Correcting Ebonics?

Text: Yesterday I washed my brother's clothes.
Student's Rendition: Yesterday I wash my bruvver close.

The subsequent exchange between student and teacher sounds something like this:

T: Wait, let's go back. What's that word again? {Points at "washed."}
S: Wash.
T: No. Look at it again. What letters do you see at the end? You see "e-d." Do you remember what we say when we see those letters on the end of the word?
S: "ed"
T: OK, but in this case we say washed. Can you say that?
S: Washed.
T: Good. Now read it again.
S: Yesterday I washed my bruvver...
T: Wait a minute, what's that word again? {Points to "brother."}
S: Bruvver.
T: No. Look at these letters in the middle. {Points to "brother."} Remember to read what you see. Do you remember how we say that sound? Put your tongue between your teeth and say "th"...

The lesson continues in such a fashion, the teacher proceeding to correct the student's Ebonics-influenced pronunciations and grammar while ignoring that fact that the student had to have comprehended the sentence in order to translate it into her own language. Such instruction occurs daily and blocks reading development in a number of ways. First, because children become better readers by having the opportunity to read, the overcorrection exhibited in this lesson means that this child will be less likely to become a fluent reader than other children that are not interrupted so consistently. Second, a complete focus on code and pronunciation blocks children's understanding that reading is essentially a meaning-making process. This child, who understands the text, is led to believe that she is doing something wrong. She is encouraged to think of reading not as something you do to get a message, but something you pronounce. Third, constant corrections by the teacher are likely to cause this student and others like her to resist reading and to resent the teacher.