JUNE 1964 RESEARCH INDICATED THAT EXPOSURE TO TIME-COMPRESSED SPEECH COULD PRODUCE A SUBSTANTIALLY IMPROVED DEGREE OF COMPREHENSION, IN MALE COLLEGE STUDENTS, OF MATERIAL PRESENTED AT SPEEDS RANGING FROM 325 TO 475 WORDS PER MINUTE. AS AN EXTENSION OF ACTIVITIES DESCRIBED IN THE PROGRESS REPORT OF JUNE 1964, THE EXPERIMENT DESCRIBED HERE WAS DESIGNED (1) TO EXAMINE THE EFFECTS OF A SIMILAR PROGRAM ON FEMALE COLLEGE STUDENTS, AND (2) TO EXAMINE THE DIFFERENCE BETWEEN PRACTICE LISTENING SESSIONS CONTAINING NUMEROUS REST PERIODS AS COMPARED WITH UNINTERRUPTED LISTENING FOR LONGER PERIODS. THE NELSON-DENNY READING TEST WAS USED TO MEASURE READING COMPREHENSION, VOCABULARY, AND READING RATE, WHILE THE STEP LISTENING TEST WAS USED TO MEASURE NORMAL SPEED LISTENING SKILL. THE RESULTS GENERALLY CONFIRMED THE EARLIER FINDINGS THAT LOSS AT APPROXIMATELY DOUBLE NORMAL SPEED IS NOT VERY GREAT. THE MEAN LOSS WITH LITTLE TRAINING IS LESS THAN 20 PERCENT OF NORMAL SPEED SCORE. THERE WAS ALSO A SIGNIFICANT IMPROVEMENT IN MEAN SCORE ON A VERY HIGH SPEED PASSAGE REPEATED AFTER TRAINING. THE CONCLUSIONS WERE THAT MALE AND FEMALE SUBJECTS DID NOT DIFFER IN THEIR LISTENING COMPREHENSION PERFORMANCE, NOR DID MORE FREQUENT REST BREAKS IMPROVE PERFORMANCE. HALF OF THE REPORT CONSISTS OF CHARTS AND STATISTICAL DATA. (AUTHOR/BN)