REINFORCEMENT VARIABLES IN THE CONTROL OF UNIT READING RESPONSES.

STAATHOFFMAN et al. (1964) asked children to read word cards aloud. Each correct word earned a token.

The team switched the token rule each day. Sometimes every correct word paid (CRF). Sometimes only some paid (VR or VI). Sometimes none paid (extinction).

They counted how many words the children read under each rule.

Kids read fastest when tokens came after a varying number of words (VR).

They read a bit slower when tokens came after set time gaps (VI). They read slowest when no tokens came (extinction).

CRF landed in the middle—faster than VI but slower than VR.

Clark et al. (1977) saw the same VR-beats-VI pattern in pigeons. The effect holds across species and responses.

Cullinan et al. (2001) added a twist: VR’s high rate breaks faster when reinforcement stops. So VR boosts speed, but the behavior is fragile.

Spangler et al. (1984) showed VR-3 keeps language responses alive at home. The schedule that speeds reading also maintains it outside school.

Pick VR when you want more reading trials in less time. Use VI when you need steady, durable responding. Plan extra practice or thicker reinforcement if you switch to extinction. Mix schedules across the day to balance rate and staying power.