The 2 approaches considered in this study for the construction of an English language arts program for Indian children are direct observation of children's language patterns and item-analysis of children's responses made to diagnostic test items. Some 225 children in grades 4 to 7 of an integrated elementary school on Vancouver Island, Canada, served as the subjects. Approximately one-third of the subjects were Indian. Results of the study indicate that Indian children have difficulty in vocabulary development and comprehension. Particularly, the Indian children have difficulty making use of connectives and prepositions. One implication is that the planning of a language arts program for Indian children be based on specificity of diagnosis and individual prescription rather than on vague, general test information such as grade placement scores. (Author/LS)