This paper describes the results of a behavioral analysis of learning sequences used in initial instruction in the New Reading System, an early-reading curriculum. A rational analysis using behavioral categories yielded a set of strategies for teaching reading acquisition skills. Contingency management was assessed by an application of the blackout technique. Errors on progress checks were related to the content and design of the learning sequences. The results of the analysis provide data for the evaluation of the instructional products. The method used for the analysis has general application to the assessment of other instructional products. (Author)