With an emphasis on procedural fundamentals, the original behavior-analytic equivalence experiments and the equivalence paradigm are described briefly. A few of the subsequent developments and implications are noted, with special reference to the possible significance of the findings with respect to language and cognition. (Contains 9 figures.)

Shortened and revised form of an address presented in July 1971 at the Third International Conference of Teachers of German (3. Internationale Deutschlehrertagung) in Salzburg, Austria. (RS)

Non-English speaking students of average intelligence experience extreme frustration when learning to read. The frustration is partly a result of simultaneous requirements to speak, read, listen, and write in the new language. It also is possible that the teaching methods and strategies employed by the teachers could be harmful to non-English…