During small group instruction, two groups of children--each group comprised of one child with a disability and two without disabilities--were taught to read words using a progressive time delay procedure (PTD). Apart from the children with disabilities, two typically developing peers in each group were taught to comment on tokens given for correct responding. Academic responding was similar to that in previous studies including older children, but observational learning of peers' words was variable within and across participants. Although adequate baseline comparisons were not possible and experimental control was not demonstrated, peers and one participant with a disability exhibited variable but increasing levels of commenting over time. Commenting increased over time in one generalization context (generalization across adults) and remained at low levels in the other (generalization across materials). (author abstract)