Analysis of the results of this survey reveals that (1) institutions need to disseminate more effectively information about masters programs in speech communication and (2) future evaluation should be limited to more objective indicators of quality. (PD)

Extended the content validity of the communicative adaptability construct to include the following dimensions: social composure, articulation, wit, and appropriate disclosure. Administered the Communicative Adaptability Scale to teacher and student populations and found a stable factor structure and consistent results across samples. (PD)

Found that speech rate was positively related to competence judgments for both male and female speakers; for social attractiveness, however, speech rate had a significant impact on judgments of male speakers but was unrelated to judgments of female speakers. (PD)

Against the background of the variety of language teaching methods currently in use, the actual daily classroom situation and the communication rituals it adopts are examined. Teachers are encouraged to draw on and expand classroom communication practices. (MSE)

Comments on 114 studies in such areas as language, oral communication, written communication, pre-first grade programs, and beginning reading instruction. (DD)

The development of the total communication concept is traced, manual and oral elements in the total communication process are reviewed, and research findings from a study of total communication programs for the deaf in the U.S. are presented. (SB)

Because Chinese language textbooks were judged inadequate in teaching vocabulary dealing with everyday life in the U.S. and in China, new methods and materials were introduced into an oral Chinese course. Prepared discussion topics, Chinese films, soap operas, and shortwave radio broadcasts were used. (CHK)

Reviews various problems of the aged indicating their relevance to the communication field and suggests specific problems especially amenable to communication research and inquiry. (MH)

Investigates various questions and problems confronting directors of basic communication courses and discusses the development of course purposes, course organization procedures and administrative policies. (MH)

Discusses the goals, the theoretical base, and the implementation of the Personalized System of Instruction in speech communication courses. (MH)

Defines oral communication competency and reports a project designed to measure "minimal competency" in cognitive and behavioral/performance dimensions of oral communication. Includes a taxonomy of sample competencies for the basic course and an approach to criterion-referenced measurement. (MH)