Defining speed listening as a technique allowing the listener to consciously determine the appropriate presentation rate for prerecorded materials consistent with personal objectives rather than with those of the original speaker, this paper reviews studies that support the use of speed reading in instructional settings. The paper examines research dealing with speed listening with special need learners, along with relevant studies on visual media, individualized instruction, independent study, and reading development. The studies reviewed cover the following topics: (1) the effect of simultaneous acceleration of both audio and visual stimuli on a simple motor skill task; (2) the comparative effectiveness of viewing video modules at a normal rate, compressed rate, and at a self-paced rate; (3) the effect on achievement of listening to course modules at a compressed rate; (4) the use of compressed speech tapes in a college independent laboratory study setting; (5) the incorporation of compressed speech into a dial access information retrieval system; and (6) the impact of compressed speech auditory pacing on reading speed and comprehension and listening skills with secondary school and college students. (FL)