Ten preschool children were taught four sets of five sight words using a repeated practice technique and social reinforcement. Five of the subjects were trained on basal preprimer words, and five other subjects were trained on words they expressed an interest in learning, organic words. A pretest-training-mainte-nance-posttest design, within a multiple-baseline strategy in which sets of words were taught successively, was used for each subject. Results of the study were as follows: (1) Preschool children could read basal and self-selected words at forty words per minute and maintain those words ten weeks after all training was terminated; (2) the number of training sessions to reach criterion generally decreased over successive sets of words; (3) most subjects' percentage of words correct was equal on the Random and Context Probes; and (4) approximately half of the self-selected words were estimated to be more complex than the basal preprimer words.
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