Contained is a review of the research done on the use of verbal rewards in the classroom. Some verbal rewards are tasks rewards, other rewards are more personal; and still other verbal rewards are impersonal. Verbal rewards, therefore, have both intellectual and emotional implications. Research literature indicates that "verbal reward" constitutes a significant portion of what the teacher does in the classroom. Relative to the teaching of science, researchers have found that teachers in primary grade classrooms follow typical patterns of reward giving while using the new science programs. They strive to function as sources of information and incentive despite the nature of the curriculum. Teachers give the same ratio of positive evaluations (rewards) to negative evaluations: four positive evaluations for every negative evaluation to students who are correct and to students who are incorrect. In a study undertaken by the author it was found that SCIS experienced students worked more slowly under reward than under the no reward condition while non-SCIS experience students worked more quickly under reward. (BR)