A FOURTH PROGRESS REPORT ON THE DEVELOPMENT OF A BEGINNING READING SKILLS PROGRAM USING THE EDISON RESPONSIVE ENVIRONMENTS INSTRUMENT IS PRESENTED. THE ACQUISITION OF A SEQUENCE OF COMPLEX BEGINNING READING SKILLS IS EXAMINED. MOTIVATIONAL STRATEGIES ARE DISCUSSED. THE FOLLOWING HYPOTHESES WERE TESTED IN FIELD STUDIES--(1) THE EFFECTS OF TWO TYPES OF FEEDBACK ON THE ACQUISITION OF SOUND SYMBOL CORRESPONDENCE, AND (2) THE EFFECT OF MOTIVATION CONTEXTS ON ATTENTION IN YOUNGER LEARNERS. TABLES AND FIGURES ARE INCLUDED. (BK)