The problem investigated in this study was: What changes in the culturally disadvantaged pupils' oral language development will result when pupils are provided a program which includes daily verbal interaction with their teacher focused on a variety of pupils' experiences, interests and needs? The subjects of this study were randomly selected from nine first grade classrooms of three elementary schools located in disadvantaged neighborhoods. The study design consisted of an application of additional verbal interaction, in the form of conversation between the experimental pupils and their teachers. Pretest and posttest data were taken from approximately one hour of audio tape recordings of verbal interaction in each of the experimental groups and each of the control groups. The oral language analyzed was obtained in the classroom setting. The analysis of the pretest-posttest data did not indicate a significant change among the subjects investigated. Therefore, providing the subjects of this investigation with a program of supplementary verbal interactional experiences with their teacher in the form of conversation focused on a variety of pupils' interests, did not produce significant gains in oral language development. (Author/CK)