Introduction: The purpose of the study was to evaluate the effectiveness of reading racetracks and direct instruction flashcards with two students with behavior disorders. A token economy with a response cost component was also implemented to increase on-task behavior during data collection. Method: The participants were two eight-year-old males. Both were labeled as having severe behavior disorders. A multiple baseline design was used across the two students to evaluate the effects of the intervention package. Corrects and errors were recorded and tracked over selected word lists employed in the school district. Results: Both students showed an increase in correct responses and a decrease in errors when the intervention package was in effect. According to the classroom staff, both students became more confident in their reading. Discussion and Conclusion: The practicality of employing these procedures is also outlined. The paper provides an additional replication of employing DI flashcards and Reading racetracks to a different set of students. (Contains 1 figure.)