One teacher without teacher aides or other outside assistance attempted to increase the reading achievement of 13 junior high school educable mentally retarded children through the systematic use of contingency management techniques. The subjects participated in a 50-minute reading session daily throughout the 17 week study. Pre- and posttesting of reading achievement demonstrated a mean of 1.3 years advancement. Seven of the children were subsequently placed in regular reading classes. Followup one year later indicated all were achieving success in the regular program.
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