Evaluated was the effectiveness of three training procedures (imitation training, imitation training with praise, and imitation training with points for an art supply contingency) in improving the oral reading accuracy and reading comprehension of a 13-year-old girl whose functional reading was at the second grade level. The procedures were sequentially introduced during triweekly tutoring sessions, and S's responses were measured. Following the introduction of contingent praise for correct responses, S scored above 90 percent in reading accuracy and 80-90 percent in reading comprehension at the fourth and sixth grade levels. No significant change in behavior was demonstrated after the introduction of contingent points for art supplies. (LH)