This experiment was designed to study the value of oral response as opposed to nonoral response in learning by kindergarten children. Approximately 108 kindergarten children were used. About 80 of them were placed in the two experimental groups (that is, the oral and nonoral groups), and the others were placed in a control group. Phase I involved teaching the children to draw simple inferences from information presented to them. Phase II emphasized listening comprehension in answering questions. Phase III, like Phase I, focused upon concept formation and application. The difference in treatment of the oral and nonoral group was that the former said aloud critical words while the latter just listened to the instruction. Only on Phase II tests did the oral group perform significantly better than the nonoral group. The control group performed more poorly than the experimental groups. This study demonstrated the value of instructing children to try to understand and respond to certain linguistic forms involved in the communication of relationships. (WD)