A study, at the University of Chicago, of 177 unselected children--an entire first-grade class of normal intelligence, of common ethnic background, and within 6 months of their sixth birthday--was made to determine (1) whether those children with speech inaccuracies consistent enough to qualify them for speech therapy would achieve in their school subjects as well as children having no speech inaccuracies; (2) whether students receiving speech therapy (offered to half of the speech inaccuracy group) improved their school achievement or their articulation accuracy acquisition more than those not receiving therapy; and (3) whether a significant relationship existed between perceptual-modality factors and either school achievement or articulation. The study revealed no difference in school achievement between children who were considered to be in need of speech therapy and those who were not; no difference in school achievement whether a child had therapy or not; and no difference in improvement in articulation whether a child had speech therapy or not. A low but statistically significant relationship was found between the perceptual abilities and both articulation and school achievement. (Author/LH)