In three experiments, I tested the effects of the conditioned reinforcement for reading (R+Reading) on reading comprehension with 5th graders. In Experiment 1, I conducted a series of statistical analyses with data from 18 participants for one year. I administered 4 pre/post measurements for reading repertoires which included: 1) state-wide assessments, 2) district-wide assessments, 3) 20 min observational probes, and 4) preference probes. I utilized the standardized testing measurements to establish grade-level reading repertoires, while the additional two probes measured the reinforcement value of reading. Observational data were recorded in 10s whole-intervals; participants who were observed to read for 96 of the 120 intervals (80%) were considered to have R+Reading. The results demonstrated that R+Reading is significantly correlated with reading assessment outcomes. In Experiment 2, I implemented a two-year cross-sectional design with 33 participants, where I expanded the previous research to include probe trials for conditioned seeing (CS) and derivational responding (DR). Results of Experiment 2 indicated that increases in standardized testing scores were significantly correlated with R+Reading, and that CS and DR were prerequisite repertoires for the acquisition of R+Reading. In Experiment 3, I tested the effects of the peer-yoked contingency procedure on the reinforcement value of reading and assessed if increases in the reinforcement value of reading functioned to increase reading comprehension. Results indicated that increases in the reinforcement value of reading also was related to increases in reading comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]