The aim of this study is to assess the degree to which sentence imitations of Negro and Mexican-American children (grades K-2) could be used as a basis for language evaluation. Tapes of 10 Negro and 10 Mexican-American children who had responded to a set of commercially available test materials were evaluated by panels of experts. Evaluations for both groups were in terms of judgments concerning language dominance, Standard American English (SAE) comprehension, SAE production, SAE phonology, SAE intonation, SAE inflections, SAE syntax, language pathologies, and predictions of reading achievement. In addition, the Mexican-American children were evaluated on Spanish comprehension, Spanish production, Spanish phonology, Spanish intonation, and Spanish syntax. For each scaled evaluation, evaluators provided a description of their bases for judgment. Evaluators responded to open-ended questions regarding instructional needs, reading achievement, and overall reactions. Results of the study are interpreted primarily for application in the training of personnel to undertake language evaluations of primary school children using sentence imitation materials. (Author/RL)