Traditional drill and practice (TDP) is a sight word intervention that is well supported in the literature as being both effective and efficient. However, with growing demands in school systems, there is increased pressure to employ interventions that enhance learning outcomes with less instructional time. WordSheets (WS) was created as a method that could potentially (a) produce better learning outcomes by increasing opportunities to respond, (b) produce better generalization than traditional approaches that present one word at a time by presenting stimuli in connected text format, and (c) be more convenient for educators by eliminating the need to manipulate flashcards. Utilizing a group design, the current study sought to compare the instructional effectiveness and efficiency of TDP and WS with a first-grade sample of students (n = 27) identified by their teachers as struggling readers. Results indicated that, although WS led to significantly more opportunities to respond, it was both less effective and efficient than TDP with regard to both retention and maintenance outcomes. However, TDP was no more effective and efficient than WS with regard to the generalization of treatment gains. Limitations and implications of the current study for school-based professionals are discussed.