JPSY_V7_N4_RP1 Lauren Mullaney Katie Rutherford Jennifer Neyman Thomas McLaughlin Susan Stookey Journal on Educational Psychology 2230 – 7141 7 4 12 18 Reading, Rewards®, Syllables, High School, Learning Disabilities, Autism, Phonics, Reading Program The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed that through the REWARDS® program and by promoting generalization in phonemic reading, the program was successful and efficient. The students had stated that they felt more comfortable towards the end of the intervention with the ® REWARDS® program and produced large improvements in reading. The benefits of employing REWARDS were also discussed in this paper. February - April 2014 Copyright © 2014 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=2652