The objectives of the study were to construct instruments and investigate their reliabilities in assessing the attitudes of elementary school children. The instruments were designed to accommodate children with limited reading and writing skills. Care was taken to avoid confusing stimuli and assure a stable measure through adequate length. A review of relevant literature preceded instrument development and pilot testing. Only items with high item-scale correlations were retained. Approximately 150 children responded to each scale. All were found to be reliable and easily administered to groups of children with limited language development. (Author/DEP)