The purpose of this study was to study the effect of pairing reading racetracks and flashcards for the teaching of sight words. The first participant was diagnosed with a specific learning disability in reading and writing and was also diagnosed with ADHD. The second participant was diagnosed with a specific learning disability in reading, writing, math, and social skills. The third participant was diagnosed with a specific learning disability in reading, writing, and math. Data were taken on the number of corrects and errors for select sight words. A combination multiple baseline with reversals and a generalization probe single case design was employed to evaluate the various interventions. The results for two of the participants indicated that reading racetracks paired with flashcards were quite effective in increasing oral reading of sight words. For a third participant, the addition of cover, copy, and compare and rewards improved sight word acquisition. A brief generalization probe to new words indicated that the gains in sight words did not generalize to new untrained words. The applicability of employing data-based decision making with our various interventions was outlined. (Contains 4 figures.)