A study was made of the interrelationships among the language skill complex (auditory discrimination, articulation of speech sounds, recognition vocabulary, and vocabulary of use), grade level, intelligence level, race, sex, father's occupation, school, chronological age, and general reading ability of children placed in the primary grades with respect to their cultural index. Three hundred and twenty-two primary-grade children from two elementary schools in Durham County, North Carolina, served as subjects. One school enrolled a predominantly disadvantaged population; the other school enrolled a predominantly advantaged population. Test data were analyzed through variance and covariance techniques of multiple linear regression. Significant differences in auditory discrimination and its relationship to the cultural index could not be attributed to differences in race, sex, father's occupation, school, chronological age, or general reading ability. Articulation of speech sounds was dependent upon grade and the combined factors of grade and chronological age. Recognition vocabulary was dependent upon grade, grade and age combined, intelligence, and general reading ability. Grade, sex, grade and chronological age combined, general reading ability, and intelligence were significant factors for the development and utilization of vocabulary of use. References are included. (Author/CM)