A STUDY BY TABER AND GLASER WHICH TAUGHT SIGHT VOCABULARY BY THE VANISHING LITERAL PROMPTS METHOD WAS REPLICATED IN AN EXPERIMENT WITH 14 PRESCHOOL, KINDERGARTEN, AND BEGINNING FIRST-GRADE CHILDREN. MATERIALS USED WERE EIGHT LOWER CASE COLOR WORDS PRINTED ON 3 BY 5 CARDS. AFTER PRETESTS TO IDENTIFY COLOR KNOWLEDGE AND CONFIRM LACK OF WORD KNOWLEDGE, EACH SUBJECT WAS INDIVIDUALLY GIVEN A TRAINING SEQUENCE OF NINE TRIALS BEGINNING WITH THE COLOR WORDS (CUES) ACCOMPANIED BY FOUR RADIATING LINES (PROMPTS) WHICH WERE THE COLOR NAMED BY THE WORD. THE COLOR PROMPTS WERE REDUCED IN EACH SUCCEEDING TRIAL UNTIL TRIAL NINE, WHEN THE WORD WAS PRESENTED ALONE. VERBAL REINFORCEMENTS WERE GIVEN BY THE EXPERIMENTER AFTER CORRECT RESPONSES BY THE SUBJECT. A POST-TEST WAS GIVEN TO DETERMINE IF THE SUBJECT HAD LEARNED THE WORD. TABOR AND GLASER'S FINDINGS WERE NOT CORROBORATED IN THE ANALYSIS OF RESULTS. IT WAS FOUND THAT THE DESIRED SHIFT IN STIMULUS CONTROL DID NOT TAKE PLACE. POSSIBLE REASONS FOR THE RESULTS ARE DISCUSSED. INDIVIDUAL TESTING SITUATIONS ARE EXPLAINED AND BEHAVIOR PATTERNS EXAMINED. TWO TABLES PRESENTING THE NINE-TRIAL VANISHING SCHEDULE AND A SUMMARY OF THE DATA FOR EACH SUBJECT ARE INCLUDED. REFERENCES ARE GIVEN. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (NEW YORK, FEBRUARY 1967). (LS)