Initial reading acquisition was taught to 64 kindergarten children for 11 weeks utilizing a two × two × four factorial design. The two antecedent conditions were the Lippincott (phonics — Ph) and Scott-Foresman (sight recognition — SR) Series. The two consequent conditions were positive verbal feedback following correct reading responses (R-N) and negative verbal feedback following incorrect reading responses (N-W). Four experimenter-teachers (ET) were used. Utilizing standardized tests of reading achievement, it was found that Ph produced a reading response of letter-sound combinations, whereas SR produced recognition of a limited number of words. There were no consistent differences for the variables of teacher, IQ, or sex.
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