Thirty-two pairs of disadvantaged Negro first grade children were matched on mental age (M.A.), chronological age (C.A.), intelligence quotient (I.Q.), and language age (L.A.). One of each pair was randomly assigned to be the experimental group, while the other formed the matched pair of the control group. A language stimulation program consisting of one hour per day for a twelve week period was administered to the experimental group. A post-test was administered immediately following termination of treatment, 80 weeks after, and 124 weeks after. The immediate gains in I.Q., M.A., and L.A. were maintained. Although there were no differences in reading immediately following treatment, differences were present at both 80 and 124 weeks later. It appears that, due to language treatment, the experimental group made significant gains and maintained them, developing parallel to the control group and always ahead. (RJ)