The findings and implications of doctoral research on non-urban, low income school children are summarized. Studies were the language patterns of white first graders, and the attitudes, cognitive and affective variables, and academic achievement of Negro and white fifth and sixth graders. Poverty rather than race was found to be the significant factor affecting these variables. It is noted that it is especially important that schools include on the child's permanent record information about his economic status. These data would help in designing special educational programs to alter self-concept, improve attitudes, and foster acceptance by peers and teachers. On the basis of the findings of the dissertation on the language of the lower class child, a recommendation is made that reading materials should initially use the same sentence structure as the child uses in his speech, with gradual guidance toward improvement in school language. (NH)