The language proficiency of four groups of children, Negro and white, in one southern community, Lafayette Parish, Louisiana, is examined. The goals of this study were threefold: (1) to study the development of language patterns in first grade children from these socioeconomic groups; (2) to determine the effectiveness of the Gloria and David "Oral English Test" as a predictor of reading achievement; and (3) by introducing one experimental oral language development program to some of the disadvantaged Negro pupils, to measure the effects of such a program on language development during the second year of school. Data were obtained from 200 beginning first grade pupils in the fall of 1969 with additional data gathered in April 1971. Analysis of the data revealed the following: (1) There is a significant difference in the language patterns of entering first graders in the four schools as measured by the phonology and morphology scores of the Gloria and David "Oral English Test"; (2) Differences in fluency rates of entering first graders at the four schools are not so great as those shown on the other two measures; (3) A study of the rate of change in the three language measures during the first year of school, experienced by Negro pupils in integrated schools and in segregated schools, was not significant; (4) Differences in reading scores were not significant between the experimental group and the control group during the second year of school; and (5) Correlations between the fluency scores and the educational level of the parents were not significant. (Author/LS)