Data gathered during a year-long sociolinguistic study of participant perspectives of classroom discourse are presented in this final report. Elementary school students gave their perceptions of (1) the formal rules or expectations governing discourse at school, in play groups, and at home; (2) appropriate forms to get attention or influence others; and (3) discontinuities between discourse at home and at school. Although pupils recognized discontinuities between formal rules of discourse at home and at school, no ethnic or achievement level differences emerged in pupil responses. Identification of appropriate forms of address reflected pupils' awareness of their different status across settings. Sharp discontinuities between home and school discourse rules seemed better understood than more moderate discontinuities, and rules governing classroom questioning seemed difficult for the pupils to comprehend. Chldrens' general lack of comprehension suggested the need for further research examining relationships between pupil perceptions of classroom questions, behavioral manifestations of understanding rules of discourse, and academic achievement. (It was found that participation in class discussion significantly reduced variance in final reading achievement; sex, entering reading skills, and student-teacher relationship contributed significantly to reducing variance in classroom participation.) Further studies were recommended to investigate indirect relationships between home-school discontinuities in rules of discourse and pupil success in school. (Author/DB)