The effectiveness of a procedure for systematically analyzing and intervening with oral reading was investigated with three learning disabled children (10 to 11 years old). Correct and error responses in oral reading were recorded during baseline and experimental conditions (which included contingent teacher praise and antecedent modeling on words erred in the previous day's session). Results showed that significant increases in oral reading performance are possible when precise definition of target behaviors are coupled with clearly delineated intervention strategies and when those strategies are monitored on a continuous basis. (SBH)