Designed as a diagnostic tool for assisting early childhood and kindergarten teachers, the Sentence Repetition Task seeks to distinguish children who speak a different dialect and are normal in language development from children who speak a different dialect and are developmentally delayed. This technique is based on the work of Menyuk (1964), Slobin (1967), and Baratz (1969). The instrument focuses on whether a child is repeating abstract terms (Function Words Correct), is developmentally delayed (Function Word Omission), or is reconstructing (word is changed to an equivalent form in poverty vernacular). Sentences were designed to yield two scores, the Reconstruction Score and the Function Word Omission Score. Included in this document are discussions of previous research, explanation of procedures for administering the instrument, mean scores derived from studies of a sample of low socioeconomic status children in New York City, sentences, lists of function and reconstruction words, scoring rules and key, and references. (JM)