To evaluate the effectiveness of the Michigan Migrant Primary Interdisciplinary Project's (MMPIP) "Interdisciplinary Oral Language Guide; Primary One" in helping 1st graders having limited control of standard English with the oral language they require for school, 6 unique conditions were imposed on bilingual and non-bilingual students (n=180) from 5 southern Michigan school districts. Four experimental groups received enrichment through the MMPIP curricula, while 2 control groups did not. A fixed-effects 3-way analysis of variance with independent replications was used to analyze the results of the Conceptual Oral Language Test and the Michigan Oral Language Productive Test. Scores were significantly higher for those students who had contact with the MMPIP materials through classroom instruction and also for those students who had contact with MMPIP materials through tutorial instruction. No difference was shown between tutorial instruction and classroom instruction, except that non-bilingual students performed significantly better than bilingual students when given tutorial instruction. It was concluded that MMPIP materials were effective in helping children with English language difficulties to have a significantly more effective use of the English language than children with the same types of problems who do not use the MMPIP materials. Included are 4 figures and 6 tables. (Author/MJB)