A concentrated series of lessons in auditory discrimination was taught in the classroom to educable mentally retarded, culturally disadvantaged children in Pinellas County, Florida, public schools. Classroom groups were given identical lessons taught by (a) speech correctionists acting as language developmentalists and (b) regularly assigned teachers of exceptional children. No significant differences were found between gains in scores by children taught by the speech correctionists and gains by children taught by the regular classroom teacher. Significant differences were noted, however, between each experimental group and the control group.
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