A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.

This study investigates (1) whether infants in a day-care setting exhibit sexual preferences in the choice of a playmate, and (2) whether males exhibit more overt acts in play than do females. Eight male and eight female infants, attending a day-care center, paired by age (ages twelve to twenty-four months), were selected as subjects. Each of the sixteen children was observed for a ten-minute period on four separate days, over a two-week period, a total of forty minutes' observation time per child. No significant differences were found between male and female infants involving the preference of the sex of a playmate, or between male and female overt behaviors.