The culturally disadvantaged child's lack of facility in oral expression is caused primarily by an inadequate vocabulary. Teaching practices capitalizing on the seemingly inherent high degree of physical involvement of the disadvantaged child have met with much success. Educational games, plays which call for imagination and emphasize correct speech patterns, and classroom activities emphasizing the receptive skills of reading and listening seem to be ideally suited to the disadvantaged child. While expressive skills can be greatly enhanced through choric speech and dramatic experiences, writing activities of culturally disadvantaged children are best motivated through personal experiences. Games, instructions for making audiovisual aids, and bibliographies of resources are provided throughout the document. (DA)