This study compared the growth in language development between the experimental group receiving direct instruction and the control group receiving a more nondirective traditional type of program. Of the 94 3- and 4-year-old children in the study, 57% were of Mexican-American descent, 39% were of white-American background, and 4% were black. The control group had 52 children and the experimental group had 42. All children were certified as economically deprived. The language development of all children was measured in September and May with the Illinois Test of Psycholinguistics. Comparisons of the control and experimental groups were made, and statistical treatment of the data was made. The findings of this study support the evidence that for educationally deprived children, an academically oriented direct-instruction program produces significantly greater achievement. (Author/DB)