The effectiveness of four methods of speech instruction with third and fourth grade culturally deprived boys and girls was compared. The methods of instruction varied in regard to the manner in which they were developed and in sophistication from simple instructions on the operation of audiovisual equipment and materials to a commercially published guide adapted to this particular study. Subjects were tested for achievement on speech articulation, auditory memory span, and vocabulary before and after treatment. Some of the general conclusions of the study are: (1) The Modified Speech Therapy method of instruction was superior to any other method for the improvement of articulation. (2) The Modified Therapy method of instruction was the most effective in improving the auditory memory span of the subjects. (3) The Modified Therapy method of instruction was most effective for improving vocabularies of the subjects. (4) Regular classroom instruction was not an effective method for improving articulation, auditory memory span, and vocabulary. (Author/DB)