A series of studies compared small group and tutorial instruction in resource room settings. Each child was fought both by a cross-age tutor individually and by a resource teacher in a small group. Results suggested that children learned more from a tutor than in a small group. The effect was observed for word recognition, spelling, oral reading, and multiplication. Tutorial instruction was also superior to self instruction, and tutors appeared to benefit academically from the experience. The results are seen to have policy implications for resource programs.

In a token economy classroom, closed circuit TV was found to be an effective incentive to increase reading behavior of 17 second and third grade children. By satisfying daily minimal page quotas, the children qualified to act during the last half hour of the day in TV skits. The videotapes were then shown to the children on the following morning to stimulate their interest in again qualifying for the privilege.