This study was designed to determine the effects of two teacher responses on rate of oral reading. The teacher responses were the simple response of correcting a mispronounced word and the response of praise contingent on correct reading while ignoring all errors. The subjects were four boys ranging in age from nine to twelve from a residential treatment facility for emotionally disturbed children, all of whom were below grade level in reading achievement. Data were collected on word recognition responses and correct and error rates in oral reading, as well as on teacher responses in both word recognition and oral reading. The conclusion was that the teacher response of ignoring errors completely and making reinforcement contingent on correct oral reading results in a higher correct rate per minute in oral reading than does the teacher response of correcting a mispronounced word or telling a word the reader does not know. The two teacher responses may or may not have an effect on the child's error rate per minute. (Author/LL)