This study explores the relationships between a child's discriminatory abilities in the areas of pitch, intensity, rhythm, timbre, and tonal memory and his capacity to comprehend and speak the Spanish language. The Spanish accent is analyzed on the basis of intonation, stress, sinalepha, and phone production. These factors were tested both in isolated words and on contextual material intended to approximate the conditions of free speech. Comprehension was evaluated by means of an objective, multiple-choice listening test. The results of the investigation indicate a strong relationship between discriminatory musical abilities in pitch, intensity, rhythm, timbre, and tonal memory and in achievement of a Spanish accent. The methods, findings and analysis, and discussions and conclusions of the experiment are described in this report. Frequent use is made of statistical data in numerous tables. A bibliography and sample test materials are provided. (Author/RL)