The purpose of this investigation was to gather empirical data concerning the learnability of content and function words taught in treatments of isolation and oral context to groups of prereading first grade pupils in high and low socio-economic levels. One hundred twelve subjects were tested through a paired-associate task and the data were analyzed in a 2 X 2 X 2 analysis of covariance. Of the main effects--word class, treatment, and socio-economic level--only the latter two were significant. Results indicate that socio-economic level and context may be important factors in initial learning. (Author)