To develop positive speech patterns in disadvantaged students, the More Effective Schools Program in New York City instigated an experimental speech improvement program, K-6, in 20 of its elementary schools. Three typical speech-related problems of the disadvantaged--lack of school "know-how," inability to verbalize well, and the presence of poor speech patterns--provided the basis for the reeducative effort. Based on a presentation of sequentially developed lessons in listening, audibility, proper use of voice, specific sounds, phrasing, strong and weak verbs, asking questions, and making statements--the program's greatest success seemed to be in developing audibility and correcting withdrawn attitudes. Secondary goals for this program included (1) a respect and appreciation for the language of a child's own culture, (2) a receptivity to the language commonly used by the greater society, (3) increased ability to communicate with the greater society, and (4) improved self-esteem. (JM)