This study was conducted to assess the effects of two kindergarten programs--AK and NK (a regular curriculum with and without an adaptation from the language-experience approach to reading), social class, and sex upon children's oral syntactic language facility after a five-month period. Eighty subjects were distributed among eight classrooms and under four teachers. Forty subjects were assigned to each kindergarten program with social class and sex evenly distributed. Oral language samples were recorded before and after the experimental period. Phonological units were syntactically analyzed, using Hunt's single and multi T-units. There were no significant findings between main effects or first order interactions for changes of mean length of single or multi T-units. Second order interactions were significant at the .05 level for both dependent variables. Among the conclusions it is noted that neither teaching approach, social class status, nor sex exerts a significant effect on the oral language facility of kindergarten children as measured by changes in T-unit length during the first half of the school year. (Author/JF)