A program for approximately 100 2- to 5-year-old culturally deprived Nashville, Tennessee, children was conducted in two community day-care centers. The children received instruction in groups of six or seven on a half-day basis for 5 days a week. Both language input and output were the focus of instruction, which was carried out through face-to-face conversations between the child and teacher, with each child being required to use appropriate sentence structure, verb form, and word endings. Activities included information sharing and talking time, language and sensory-perceptual training units presented in small groups, eurhythmics, and a music and story hour. The sensory-perceptual training emphasized the development of concepts relative to size, color, number, form and position, figure-ground discrimination, and auditory and visual skills. A dramatic increase in IQ level over a 9-month period was noted for the experimental group, but this was not the case for the control subjects. In general, the experimental subjects made greater gains on the sensory-perceptual, linguistic, and readiness measures than did the control group. Tables and references are included. (CM)