TEN EXPERIMENTS ON THE DEVELOPMENT AND TESTING OF THE PROGRAMED TUTORING TECHNIQUE AND ITS APPLICATION TO THE TEACHING OF BEGINNING READING ARE SUMMARIZED. THE BEHAVIOR OF PROFESSIONALLY UNTRAINED PERSONS IN THIS TECHNIQUE WAS PROGRAMED IN AGREEMENT WITH PRINCIPLES OF LEARNING AND PROGRAMED INSTRUCTION FOR INDIVIDUAL TEACHING. FOUR HUNDRED CHILDREN, INCLUDING RETARDED CHILDREN, SLOW READERS, AND UNSELECTED POPULATIONS OF CHILDREN IN KINDERGARTEN AND FIRST GRADE, WERE TUTORED FOR PERIODS RANGING UP TO NINE SEMESTERS. WITH A FEW EXCEPTIONS, INCLUDING ONE "NORMAL" FIRST GRADER AND SEVERAL CHILDREN WITH IQ'S BELOW 50, NO TUTORED CHILD FAILED TO READ. PROGRAMED TUTORING WAS FOUND TO BE MOST SUCCESSFUL WHEN USED AS A SUPPLEMENT TO AND COORDINATED WITH REGULAR CLASSROOM TEACHING. WHEN USED THIS WAY, IT PRODUCED SIGNIFICANT IMPROVEMENT ON STANDARD TESTS WHICH REQUIRED SIGHT-READING, COMPREHENSION, AND WORD ANALYSIS. TABLES, FIGURES, APPENDIXES, AND REFERENCES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN "READING RESEARCH QUARTERLY," VOLUME 1, NUMBER 1, FALL, 1965. (MD)