The article is an account of the author's work in a remedial reading department with John, a preadolescent, passive aggressive student at the Rose School (Washington, DC) for emotionally disturbed children. The case provides an example of blending teaching skills with psychological insights. (Author/SB)

Direct instruction and practice, visual prompts, self-instruction procedures, evaluative reinforcement, and charting were used to remediate the handwriting deficiencies of a gifted, left-handed first grader. (CL)

Presented are case studies of three trainable retarded five to ten year-old children who learned basic sight vocabulary, letter and number recognition, and task attention through highly structured contingency management techniques. (CL)