The use of group approval as a social reinforcer and related methods in group presentation of programed instruction were investigated in a series of studies. The efficacy of programed instructional materials is frequently limited by their inability to command and maintain adequate attention and motivation. To consider social reinforcement effects available in group procedures, a slide version of a vocabulary program was presented to a study group, and individual students were randomly called upon to respond to different frames. Achievement posttests indicated comparable levels of retention in the study group and a control group which completed individual programs. An application of group methods to the teaching of music fundamentals also obtained comparable retention levels for group and individual presentation methods. The feasibility of using a series of tests to delineate subgroups with homogeneous levels of preprogram knowledge and rates of learning was confirmed in a third study, while two final studies found partial prompting and underlining procedures resulted in no differences in retention when compared to conventional programed methods. Group use of instructional programs was considered well received and effective. (SS)