A language program was developed which was based on three areas of psycholinguistic abilities associated with auditory processes. The major aim of this study was to test the effect of this specially devised program on reading competence. Another aim was to test the effect of the program on reading attitude and spelling competence. Fifth grade children in two regular primary schools formed the sample. In one of the schools, average to above average readers were studied, while in the other school, average to below average readers were studied. It is concluded that (1) reading competence is influenced by primary language competence; (2) a remedial program in primary school reading is more effective if it includes language activities based on the auditory vocal aspects of primary language; (3) additional reading will not help children in the regular primary school who read below their chronological age; (4) the experimental group which made significant gains did so in the comparatively short time of seven weeks; and (5) spelling ability and reading attitude were not significantly changed by the oral language program during the seven weeks the program was in operation. (RB)