Numerous studies have been devoted to determining the interrelationships of listening to other language arts. Most of these studies have been focused on the effects of listening on reading; most also assume that listening ability can be measured and that effective measurement instruments exist. Even though the listening component of the language arts program is often neglected, there is considerable research which supports the assumption that listening abilities can be improved with instruction. Evidence of the developmental stages in language acquisition by preschoolers has been collected by observation. Several studies support the belief that children have an intuitive awareness of the principles of the language system. Non-orphans use a greater frequency and variety of sounds than do orphans. Children of high socioeconomic status use more complex grammatical structures and superior oral vocabulary than do children of low status. Methods for developing oral language skills include exposing the child to good speech, associating language with pleasant experience, and allowing the child's action to bring the language. [See TE 002 543 for Part III in this series.] (CK)