This study attempted to discover the effects of an instructional program to teach the English language related to mathematical symbolism to verbally and culturally disadvantaged kindergarten children from a lower socioeconomic area. Specially prepared teaching plans and materials were furnished for instructors who conducted experimental programs over a 5-week period with a total of 80 second-semester kindergarten children from two schools. A control group of 20 subjects was selected from a similar school. The four methods of instruction were (A) teacher with a teaching plan only, (B) teacher with plan and filmstrip, (C) teacher with plan and video tape, and (D) teacher with plan, filmstrip, and video tape. Data were gathered from pre- and post-tests. The findings indicated that (1) a relatively high degree of stability for the testing instrument could be established, (2) groups studied did not differ with respect to average ability level or in terms of IQ variability, (3) method D produced the greatest average gain, (4) high ability groups showed little difference in relative gain among the four methods, but method D produced the greatest relative gain for low ability students, (5) all methods of teaching produced significant gains in relation to the control group. (Author/LH)