The Responsive Model Program uses the typing or learning booth as an important part of its autotelic (self-rewarding) environment, to help children develop the mental processes involved in discovery of relationships, such as the association of sound with symbols, or discovering the rules of a game. The typing booth also helps children to develop independence in problem-solving behavior and causes rapid language development. Child-control over initiation and termination of booth activities is emphasized. Language development phases reflecting typing booth achievement are described: (1) Free Exploration, (2) Search and Match, (3) Discrimination, (4) Typing Words and Stories, and (5) Classroom Related Activites. This paper reports the progress of 801 kindergarten and 300 first grade children, mostly from low-income homes, from 9 communities, during the first year (1968-69) of the program. Tables give data on booth achievement for both groups of children, and the number of months the booths were in operation (a gross index of how long children spend in the booths). In general, differences in booth achievement from district to district, and the apparent relationship between the length of time the booth was in operation and booth achievement, reinforce the importance of booth training for children in the Responsive Follow Through Model (NH)