This study analyzed the vocabulary, listening, speaking, and pre-reading skills of a kindergarten class to identify the factors contributing to language development and the interrelationship of children's language skills. The 21 children were tested individually three times during the year, and case studies were compiled from monthly language reports, classroom observations, parent interviews, classroom standing, and the relation of case-history data to language performance. Some results from the study were that (1) the kindergarten group, with high-average intelligence, made statistically significant gains in hearing vocabulary, verbal opposites, auditory attention span, listening comprehension, and letter knowledge, (2) hearing vocabulary and verbal opposites skills were above average, but auditory span was below average, (3) language performances were pictured effectively by language profiles, (4) the picture story and listening comprehension tests were useful for obtaining information about children's expressive and receptive skills, and (5) increments in test performance reflected both home and classroom experience. The findings revealed the importance of making broadly-based appraisals of children's language and the value of using children's picture story and listening comprehension responses as indices of language development. (Author/LH)