A critical aspect of reading fluently is the ability to respond to sight words quickly and accurately. Current interventions for sight word fluency include flashcards and taped words (TW). While effective, these interventions require extensive personnel resources and one-on-one implementation. This study evaluates a group-wide intervention, the Monitoring While Reading Game (MWRG), that uses modeling, repeated practice, and error detection strategies. The intervention was implemented across four heterogenous 2nd grade students. Results provide preliminary support for the MWRG as a small-group intervention and utility of error detection as a measure of integrity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]