A DESIGNED PROGRAM FOR PRESCHOOL AND KINDERGARTEN CHILDREN WHO HAVE NOT YET LEARNED TO READ AND WRITE WAS DESCRIBED. IT DEALT WITH NUMBER CONCEPTS AND NUMERALS AND USED A MULTIPLE CHOICE PICTORIAL FORMAT. IN THE TYPICAL PROGRAMED INSTRUCTION SITUATION, THE STUDENT READ A FRAME AND MADE A RESPONSE. WHEN HE MADE THE CORRECT RESPONSE, HE WAS INFORMED THAT HE WAS RIGHT. "BEING RIGHT" MAY BE THOUGHT OF AS A SECONDARY REINFORCER. FOR YOUNG CHILDREN WHO HAVE NOT YET BECOME "SOCIALIZED" TO THE EXTENT THAT OLDER STUDENTS HAVE, "BEING RIGHT" MIGHT NOT SERVE AS A POTENT OR EVEN EFFECTIVE REINFORCER. IN VIEW OF THIS, A COMPARISON OF THE EFFECTIVENESS OF CONFIRMATION ALONE WITH CONFIRMATION PLUS THE RECEIPT OF TRINKETS WHICH ARE LIKELY TO APPEAL TO YOUNG CHILDREN WAS MADE. IT WAS HYPOTHESIZED THAT, IN 5- AND 6-YEAR-OLD CHILDREN, CONFIRMATION WOULD NOT BE AS EFFECTIVE TO REINFORCE AS CONFIRMATION PLUS TRINKETS. TWO EXPERIMENTAL GROUPS WERE FORMED, BOTH OF WHICH WORKED THROUGH A PRELITERATE PROGRAM DESIGNED TO TEACH NUMBER CONCEPTS AND NUMBERALS. ONE RECEIVED SIMPLE CONFIRMATION OF CORRECT RESPONSES, WHILE THE OTHER RECEIVED CONFIRMATION PLUS REINFORCEMENT WITH TRINKETS. NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE TWO GROUPS.