A study to investigate the effect of training in listening to speeded discourse on listening comprehension was conducted. Specifically, the study was designed to test the following hypothesis: There is no signifant difference in the amount of gain in listening achievement of the sixth-grade pupils who received speeded discourse speech training exercises of the nature herein described and those who do not. Two groups of average sixth-grade pupils were chosen: one as an experimental and one as a control group. Standardized tests of reading achievement, listening achievement, intelligence, and audiometric test were administered to both groups at the outset of the study. Fifteen pre-taped variable speeded discourse listening exercises with accompanying workbooks were administered to only the experimental group at the rate of three per week for a period of five weeks. The control group received the same 15 pre-taped listening exercises with accompanying workbooks without variable speeded discourse rates. No evidence was obtained to reject the null hypothesis. However, it was discovered that there existed a definite relationship between certain characteristics of students with respect to the manner in which they learn best. Another finding was that there was no significant loss in comprehension by those students in the experimental group. (Author/CK)