A child's language development during the elementary school years is described, with emphasis on acquisition and control of structural and lexical dimensions of the language of standard and nonstandard speakers and with special concern for the relationship between language production and the reading process. Numerous research studies are reviewed under the following headings: phonological and morphological development, reading-decoding, syntactical development, reading-comprehension, concept development, and comprehension strategies and objectives. In addition to problems associated with dialectical differences, three levels of functional variety in oral and written expression are distinguished: informal, formal, and literary. Suggestions for future research are made in terms of seven key dimensions to be studied. A 61-item bibliography is included. (CM)