The aim of this single-case study was to evaluate the effects of a Direct Instruction flashcard system on the sight word identification of a tenth grader with a learning disability. To appraise the benefits of the intervention, a changing criterion single-subject design was applied. Findings indicated that the student profited greatly from the intervention. Over the course of the intervention, accuracy and automaticity of sight word reading increased remarkably. The paper ends with a critical discussion of the results and provides an outlook for subsequent research activities.