Sixteen Mexican-American 4-year-olds, classified as culturally disadvantaged, were administered a special program in an attempt to teach them the concept of adjectival comparatives in a short time. The children were divided into two treatment groups. One, the inductive or "discovery" group, was shown a picture of an object (for example, a pig) and a comparative picture (perhaps a fatter pig) and asked to echo the instructor's statements as he pointed to the appropriate picture. The second group, the deductive group, were provided with a rule for forming the comparative and were also shown the pictures. Ten comparatives were taught to the children over a 3-day period. Each child received a pretest and posttest involving some of the same 10 comparatives used in the program. The tests were the same, requiring the child to select the picture of the comparative object and state the comparative. The children were also administered a transfer test, similar to the other tests, but using five untaught comparatives. The children were retested 6 months later. The test results indicated that language-handicapped children can learn this particular task quickly. No significant differences were found between the performance of the two treatment groups. (WD)