THIS REPORT, BY MEANS OF NUMEROUS STATISTICAL TABLES ANALYZING THE RESULTS OF SPEAKING AND LISTENING COMPREHENSION TESTS, EXPLORES THE RELATIVE EFFECTIVENESS OF VARIOUS INSTRUCTIONAL TECHNIQUES USED TO SUPPLEMENT THE BASIC TELEVISED INSTRUCTION FOR FIFTH- AND SIXTH-GRADE SPANISH PUPILS, AND THE INTERACTION EXISTING AMONG VARIOUS COMBINATIONS OF TECHNIQUES. FOR FIFTH-GRADE PUPILS, THE BASIC 15 MINUTES EACH OF TELEVISED INSTRUCTION AND ECLECTIC CLASSROOM PRACTICE WERE SUPPLEMENTED IN THREE RESEARCH GROUPS RESPECTIVELY BY (1) ELECTRONIC AIDS, (2) A SECOND VIEWING AT HOME, AND (3) BOTH METHODS. BY FAR THE STRONGEST FACTOR INFLUENCING THE EFFECTIVENESS OF EACH METHOD WAS THE PRIOR TRAINING AND EXPERIENCE OF THE CLASSROOM TEACHER. SIXTH-GRADE RESULTS YIELDED THE FOLLOWING CONCLUSIONS--(1) THE EFFECTIVENESS OF ELECTRONIC AIDS DEPENDED ON THE TEACHER'S EXPERIENCE, (2) FOR READING AND WRITING, TEACHER DIRECTION PROVED FAR SUPERIOR TO AUTOMATED INSTRUCTION, AND ALSO INCREASED THE VALUE OF ELECTRONIC AIDS, (3) READING AND WRITING THE WHOLE YEAR IS DEFINITELY SUPERIOR TO READING AND WRITING THE SECOND SEMESTER ONLY. FOR COMPANION DOCUMENTS SEE ALSO FL 000 147, FL 000 813, AND FL 000 820. (RW)