Demonstrates the basic nature of speaking as related to learning. Argues that speech should be a basic component of instruction at all levels, especially at the presently neglected elementary level. (PD)

Describes cognitive restructuring, a refined and systematic method for treating anxieties such as communication apprehension. Contrasts cognitive restructuring with systematic desensitization, traces the development and research in support of this method, and details the procedures involved in its implementation. (JMF)

Discusses four major problems in defining speaking and listening as basic skills: lack of systematic attention to social communication, the need to identify salient social contexts for literate communication behavior, the need to explicate behaviors one must exhibit to be considered literate, and the difficulty in assessing functional…

Presents two viewpoints for helping students with severe communication anxiety and avoidance problems: one based on traditional speech pedagogy; the other based on behavioral clinical psychology. Argues that in most cases the two viewpoints complement rather than contradict each other. (JMF)

Assesses the advantages of computer-based instruction on speech education. Concludes that, while it offers tremendous flexibility to the instructor--especially in dynamic lesson design, feedback, graphics, and artificial intelligence--there is no inherent advantage to the use of computer technology in the classroom, unless the student interacts…