A study was conducted to determine the feasibility of using oral story making experiences to improve the oral language proficiencies and "sense of story" of fourth grade remedial reading students through select literary experiences. These experiences included exposing the students to literature in read-aloud exercises, and using wordless picture books for creating oral composition experiences. Subjects were six students from one remedial class and one homeroom class who were assigned to a treatment group, and six students from two other remedial reading and home room classes who formed the control group. Each group met twice a week for read-aloud experiences that allowed them to hear and view literature rich in literary quality. The treatment group subjects met three times a week for individual story making experiences during which they created oral stories to accompany the illustrations in wordless picture books. Differences in pretest and posttest oral language proficiencies of the two groups were measured through a variety of instruments. The findings demonstrated that using both selected literature in read-aloud exercises and oral compositions created in oral story making could serve as an innovative means of developing oral language proficiencies and a sense of story in remedial reading students. (FL)