The effectiveness of the verbal plan and review training (VPRT) program in enhancing the reflectivity of 115 economically disadvantaged preschoolers who qualified for a Head Start program but were enrolled at the University of Southern California School for Early Childhood Education was evaluated. Adapted from the curriculum model of Weikart, Hohmann, and Rhine (1981) and based on Smilansky's (1966) three-part sequence, the VPRT program involves three segments: (1) verbalization of a plan embodying free choice for play-related activity; (2) commitment to activities to be pursued in the classroom setting; and (3) oral review of results of activities in the context of teacher/student interaction. In a quasi-experiment, five intact classes were assigned to a treatment group, and three intact classes were assigned to a control group which received traditional instruction. Results suggested that participation in VPRT significantly influenced the manifestation of reflectivity of disadvantaged preschool children, VPRT procedures were more beneficial to boys than to girls, and VPRT showed promise as a cost-effective procedure for increasing the reflectivity of disadvantaged preschool children in classroom settings. (Author/RH)