In the first section of this two-part report, Donald H. Ecroyd discusses a proposed working model for developing speech programs which contains (1) a rationale for speaking and listening instruction at all levels, (2) a diagram of specific objectives and a schematic design for translating these into a speech program, (3) suggestions for classroom teacher preparation, (4) a listing of representative objectives for each aspect of the model, and (5) the five developmental steps for speech programs--basic assumptions, definition of principles, development of objectives, statements of application, and criteria for evaluation. In the critique contained in the second section of the report, Frank Clark states that the model presents a sound framework for further study and application, but does not stress the broader aspects of speech education because it is too closely allied with public address, lacks sequential development, and fails to present instruction and references for beginning teachers. Also included are suggestions for improving the model and a bibliography of speech curriculum models, projects, and reports. (JM)