Common Core State Standards (CCSS) were initially adopted in 2010 and serve as high-quality academic standards in mathematics and English language arts/literacy. The initiative has been met with mixed reviews. At the same time, the National Communication Association called for communication standards and competencies in K-12 education to enhance…

This study catalogues student (N = 828) self-described fears related to public speaking. Specifically, this investigation adds to the knowledge of public speaking anxiety through an initial inductive analysis of students' fears about public speaking and a second analysis (of different data) to authenticate emergent categories. Resulting categories…

Listeners evaluate well-delivered presentations more positively than those that are poorly delivered. In today's world, presenters often face challenging questions and objections from listeners during or after their presentations. Surprisingly, while there are a number of theoretical reasons to anticipate that how presenters respond to objections…

Presents six impromptu speaking exercises suitable for developing a variety of speaking skills. (PD)

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)

Two studies investigating the development of trait oral communication apprehension among children indicate: (1) oral communication apprehension exists from first to twelfth grades with consistent reliability of measurement, and (2) the Measure of Elementary Communication Apprehension (MECA) is positively related to three existing trait measures of…

Contends that students need training in the reading of information prose in order to be prepared to attain career goals. (MH)

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…

Using a computerized content analysis, the authors demonstrate changes in speech behaviors of prison inmates. They conclude that two to four hours of public speaking training can have only limited effect on students who live in a culture in which "prison speech" is the expected and rewarded form of behavior. (PD)

Reports the findings of a survey commissioned by the Speech Communication Association's Task Force on Assessment and Testing. Concludes that many states are including speaking and listening skills in curriculum and assessment programs but that much work still needs to be done to develop an integrated oral communication program. (PD)

Compares traditional and online formats in a public speaking course. Gives a description of the online format and notes factors related to selection format. Considers students' global evaluations of format and students' reports of their speaking apprehension. Concludes with an evaluation of public speaking skills. (SG)

Presents an annotated bibliography of 37 ERIC resources from "Resources in Education" and "Current Index to Journals in Education," categorized under three headings: General studies on communication apprehension; Communication apprehension in school populations; Communication apprehension in college and adult populations. (PD)

Uses data from the National Assessment of Educational Progress to examine the speaking skills of 21-25 year olds. Finds that 15 to 20 percent of those examined cannot adequately communicate orally. Suggests that speaking proficiency is inversely related to minority status, and positively related to education, occupational status, and age. (MS)

Tested the writing and speaking performance of students before and after the completion of one semester of rhetoric instruction. Confirmed that changes in students' writing and speaking skills can be reliably measured using the American College Testing Program's College Outcome Measures Project (COMP) Speaking and Writing Assessments. (PD)