This study investigated methods of assessing the effects of cultural deprivation in relation to school adjustment. The investigators developed new methods of assessment in areas of self-concept, (sample of 49 children) concept formation, (314 children) and value orientation, (45 children) The Peabody Picture Vocabulary Test (sample of 60 children) and the Lee-Clark Reading Readiness Test (50 Head Start children) were also administered. The following conclusions were reached: (1) Differences in self-concept were detected when pictorial representations were used. (2) Pictorial representations of verbal concepts provided meaningful assessments of essential concepts without relying on reading ability. (3) The presentation of value distinctions by overhead projector resulted in different patterns of response by contrasted groups of children. (4) Peabody Picture Vocabulary Test scores were significantly different for middle class children than for lower class children. (5) Responses on the Lee-Clark Reading Readiness Test indicated difficulty for underprivileged children to recognize and categorize symbols. These abilities were improved through Head Start experiences. It is recommended that additional trial forms of the pictorial instruments be devised, and that all of the instruments be used on different groups of children. Longitudinal studies should follow. (DR)