This study analyzes the quantity and quality of English used orally by 6-year-old Crow and Northern Cheyenne reservation Indian children. Interviews, conducted by American Indian teacher aides following a standardized interview guide, were recorded on cassette tapes. Random samples of the tapes were transcribed and analyzed for total utterances, types of utterances, responses to American Indian stimuli versus general-interest stimuli, and deviations from standard English. Findings were interpreted as indicating that the children lacked linguistic readiness for first-grade reading programs. Implications for instructional programs are considered. (Author/AA)