Reported is a study of the effects of participation in the activities of Science - A Process Approach on the development of oral transmitting skills. This study was directed toward the instruction of 113 kindergarten children enrolled in four regularly scheduled classes, in an inner-city school. Two of the classes, one morning and one afternoon, were randomly assigned to the experimental treatment. Two were designated as control groups. The subjects were administered a pretest, Test of Oral Communication Skills (TOCS), developed by the investigator, given 12-weeks of treatment and a posttest, the TOCS. The treatment consisted of 22 lessons in activities of Part A, Science - A Process Approach for the experimental group and 22 lessons from a kindergarten resource book, SPRINGBOARDS TO SCIENCE, for the control groups. The investigator taught all lessons. The analyses of data revealed significant differences at the .01 level favoring the experimental group on total oral transmitting skills and on subtest skills in language output, expressiveness, vocabulary, general meaning, and ideas. The posttest TOCS total and subtest performance of the experimental group exceeded performance of the control groups. The most useful predictor variable of performance on the TOCS was chronological age. (Author/EB)