Abstract
Language samples of junior high school aged Negro girls of low and middle socio-economic classes were subjected to word predictability procedures undertaken by additional students from the same two populations. Results indicated that the middle class students could readily approximate the language of the middle and low class samples, but the lower class students did significantly more poorly in approximating the language of the middle class students, although they performed as well as the middle class students in approximating language in samples from students of their same social status.
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