The purpose of this study was to investigate and compare the patterns of psycholinguistic abilities of lower and middle class Negro and white children. The subjects for the study were 160 second grade children in the 90 to 110 IQ range from Northeast Louisiana. They were subgrouped by race and social class (lower-lower, upper-lower, lower-middle, and upper-middle) and were given the Illinois Test of Psycholinguistic Abilities (ITPA), Revised Edition. Analysis of data resulting from this test indicates that: (a) Race and social class were significant factors in the pattern of psycholinguistic abilities. (b) Significant differences existed between the subsets of the test for the total sample, for races, for social classes, and for races by social classes. (c) The interaction of race and social class was significant in the general test and by subtest. (d) The interaction of social class and subtests was not significant. (d) The interaction of race, social class, and the ITPA subtests was not significant. Based on the findings of the study, teachers should examine their teaching methods and materials to determine if they are appropriate to the patterns of psycholinguistic abilities of children in the classroom. (Author/JD)