As a result of the interest in variables affecting language development, and because of concern with disadvantaged groups, this study, involving 134 first and second grade Mexican-American and Anglo students, investigated five questions: (1) Is language development affected by high structured instructional materials and procedures which teach specific skills? (2) Does training in the speed of perception and oculomotor control aid in language development? (3) Is the traditional language arts program adequate for language development? (4) Do attention and intelligence affect language development and are there interaction effects among these variables and differing instructional methods? and (5) Are there any differences in language development among Mexican-American students exposed to different instructional methods? Results indicated significantly higher reading means for both first grade experimental groups than for controls; visual perception did not affect reading performance; significant differences were found only at grade one among Mexican-American students; and no significant group differences on any variables existed among second grade groups. (HS)