This World Wide Web edition of GCSP is the author's response to repeated requests for a second edition which would feature the same practice materials but in a more "user-friendly" format. To be candid, the "no frills" first edition was a noble attempt to publish a very specialized text in the 1980's that anyone could afford to purchase. So how could one get around the skyrocketing print and paper costs of the late 1990's? Simple. Ask the Academic Computer Center at the University of Rhode Island for space on its web server -- and GIVE it away! Well...there are limits:

• Are you free to download any and all portions of this manual for your personal instruction? The answer is "Yes."
• Are you free to publish all or any portion of this manual as a CD-ROM or floppy disk or to reprint lessons for a FEE of any kind? The answer is "No." The author holds the 1984 and 1997 copyrights for this manual, for the Basic Cued Speech Proficiency Rating (both the U.S. and Australian versions), and the Cued Speechreading Tests. None of these may be altered or reproduced in any form without the author's written permission.

There are some changes in this 1997 Web edition:

1. Page numbers haven given way to links which make getting around in the manual a breeze. Obviously you are into links -- or you wouldn't be here!
2. Illustrations of cues have been added which are underneath the text for the clicking. We did it this way to allow readers "rapid transit" at all times. No waiting for "gif's" and "jpg's" unless you want to see them. And they have been kept small to save byte space. The only exception is the page of diphthongs. The author didn't have access to animation, so the dual cue images appear side-by-side. We're working on animation. Be patient!
3. Solutions to some of the practice exercises are provided by just clicking on the word in question. Anything that is blue and underlined is a link to someplace else -- except the one just demonstrated.
4. Practice materials for liaison have been expanded to meet the needs of many cuers who "flunked miserably" that section of the BCSPR.
5. There will be a "Cued Speech Users Forum" which will report problems or special advantages which individuals have found when using this manual. It is not on line as yet, but please let us know how we can improve GCSP. The author expects to spend the next year correcting the mistakes that HE discovers. Nothing in the manual is "written in stone."
6. There will be links and references to other Cued Speech resources including the N ational Cued Speech Association. However, those who live within driving distance of the Library Media Center at the University of Rhode Island should know that audiocassette lessons and a videotape demonstration of Cued Speech (along with "hard" copies of the 1984 GCSP) are available for use in the Center or on overnight loan.

This writer is indebted to many people for making this Web edition possible:

• To Professor Ted Kellogg of the Department of Education at URI who loaned me one of his interns in 1995 who taught me the basics of hypertext writing for the Web.
• To intern Pat O'Donnell, a patient and understanding teacher, who let a 70-year-old "student" discover concepts at his own pace. He wonders if her English classes at Tolman High School in Pawtucket, Rhode Island, know what a treasure they have in their midst!
• To Dave Clayton in the URI Academic Computer Center who has graciously pointed out my mistakes in design and execution for two years and who can spot a missing /./ or quotation mark and a misplaced (/) instantly. Dave never lets his technical competence get in the way of his humanity. Thanks, Dave.
• And to Jerry Haendiges in Whittier, California. We've never met, but his design ideas have complemented many of the articles I have written for his Web site. I have learned much from seeing how he put my vague notions into practical visual expression. I have borrowed shamelessly from his artistry. If something strikes the reader as visually creative -- it was probably Jerry's idea!
• To my colleagues in the Department of Communicative Disorders and especially the graduate students who served as research assistants over a 20-year period. From Martia B. Goode, Ruth Chilson, Lisa Fugere, Loomie Fong , Brenda Mallicote, Elissa Yoken and many others whose names escape me at the moment -- you were a tremendous help with the identification of common learning problems among cuers.
• And not the least, to Dr. R. Orin Cornette who in retirement continues to be a vital resource, inspiration, and critic whenever I ask for help.