Since children who have not acquired proficiency in spoken language are handicapped in school, the development of instructional programs which provide for the systematic acquisition of the skills of oral communication is necessary at all levels. Helping children learn to express and understand ideas, to attain self-realization, to improve social adjustment, and to participate in group action are essential educational objectives for (1) the pre-school, where children often need direct, positive instruction in the basic skills of listening and speaking, (2) the elementary school, where children learn to apply the tools of thinking, speaking, and learning, and (3) the secondary school, where more specialized training in speech is offered. Improvement in the quality and type of instuction of oral communications calls for a reexamination of teacher training practices, personnel placement policies, inservice and institute programs, and curriculum and research projects. (JM)