The study undertook to teach and fix the reading of meaningful symbols (hiragana, the Japanese syllabary alphabet, and kanji, Chinese characters) to a mildly retarded 7 year old Japanese boy. The phonological method was used to teach hiragana and pictures were used to teach kanji. Behavior modification using reinforcement and time out was employed. Results showed that the boy retained 90% of the letters taught by the phonological approach but was unable to retain the kanji numbers because his concept of numbers was as yet unformed. All reinforcement techniques and the time out procedure enhanced learning. Following treatment the boy's behavior changed; he correctly wrote the letters he had acquired, stopped getting out of his seat during class, and stopped crying so easily. (PHR)