THE PROGRAMING USED PRESENTS MATERIAL IN SMALL STEPS WHICH CALL FOR AN ACTIVE RESPONSE FOLLOWED BY AN IMMEDIATE CONFIRMATION. THE THREE-STEP CYCLE IS REPEATED FOR EACH PIECE OF MATERIAL. THIS TYPE OF PROGRAM ALLOWS SELF-PACING, LOW-ERROR RATE, HIGH MOTIVATION AND EASY DEVELOPMENT TESTING. THE PROJECT USED THIS TECHNIQUE TO TEACH READING TO ILLITERATE ADULTS. THE PROGRAM CONSISTS OF A SERIES OF BOOKLETS IN ADDITION TO SUPPLEMENTARY REVIEW EXERCISES. THESE BOOKLETS ARE DESIGNED TO USE ANOTHER PERSON, ANY LITERATE ADULT, TO READ DIRECTIONS TO THE STUDENTS. DURING THE DEVELOPMENTAL STAGES OBSERVERS SOUGHT TROUBLE SPOTS AND AREAS OF DIFFICULTY. FROM PREVIOUS TESTING IT WAS FOUND THAT THE HELPER SHOULD EMPHASIZE NEW WORDS, ARRANGE ADEQUATE BREAK PERIODS, INSURE THAT THE STUDENT UNDERSTANDS BASIC DIRECTIONS, AND PREVENT STUDENTS FROM SPELLING OUT WORDS. HELPERS SHOULD EXPLAIN THE FORMAT OF THE BOOKLETS. INFORMATION PAGES CONTAIN DIRECTIONS AND WORDS FOR THE STUDENT. OFTEN THERE WILL BE A PICTURE TO HELP THE STUDENT TELL WHAT THE WORDS ARE ABOUT. A CONFIRMATION PAGE INDICATES THE CORRECT ACTION TO BE TAKEN ON THE INFORMATION PAGE. PROGRESS CARDS ARE KEPT BY ALL STUDENTS TO INDICATE LESSON TIMES AND PROGRESS TO DATE. A DESCRIPTION OF THE FIRST TWELVE LESSONS IS GIVEN. LESSONS INTRODUCE WORDS, COMPARE THEM WITH OTHERS, AND FINALLY, CALL FOR AN ISOLATED RECOGNITION OF THE WORD.