This study examined the effect of a Specialized Language Activities curriculum upon the language development of 40 selected ninth graders who prepared short improvised dramas for production on videotape. Working on the premise that concentration on one aspect of the language arts would aid development in other areas, students in this experimental program were continually involved in oral language activities, rotating all tasks within production teams which worked on such interest units as TV language, crime, and parent-child relationships. To measure student growth in the experimental program, the 40 students were paired with a control group of students (enrolled in a traditional program) for age, sex, IQ, reading ability, and location of home. All students ranged in IQ from 85-100, all had a past history of difficulty with language arts, and all were reading below grade level. The results of a battery of Fall pretests and Spring post-tests--an IQ test, a reading test, writing samples, and speech samples--revealed in the experimental group (1) highly significant improvement in IQ scores, reading achievement, and composition skills; (2) significant growth in language ability; and (3) a very marked attitude change with a significantly lower rate of failure and absence from school. (Author/MF)