An analysis of the relationship of language to learning, particularly as it affects "avoidance behaviors" of remedial readers in the classroom, strongly emphasized the importance of greater stress on oral language development. New concern for cognitive and personality development in children stresses the role of language as an interaction medium between people and calls for the promotion of curricula broad enough to encompass a variety of developmental stages--both cognitive and affective. The difference between intelligence and creativity was noted in emphasizing the need to develop the latter. Special awareness of the difference of Western man's cultural and lingual structuring of life experiences in a lineal, phonetic literacy and of Hume's acceptance of life consciousness as nonsequential will lead educators, it was argued, to develop in their students Western man's advantage of oral, objective, but less-involved action as a reaction to stimuli without subjecting youngsters to a mere "linear tyranny of decoding and encoding the written word." Academic reorientation which was recommended and outlined for remedial readers stressed the necessity of positively altering their "avoidance behaviors" before effective skill remediation could begin. A bibliography of current, related literature is included. (BT)