The purpose of this study was to find the most effective method for teaching sight vocabulary to kindergarten children. The sample was selected from a surburban community which ranked above average with regard to education, income, and occupations as compared to the rest of the state and nation. One hundred and twenty white kindergarten children were individually tested on two consecutive days and each was exposed to two or three possible methods for teaching sight vocabulary: no elaboration, picture elaboration, and sentence elaboration. Trials to criterion, immediate word recall and 24-hour word recall scores were analyzed by means of one way analysis of variance. It is concluded from the results that giving kindergarten children only the word to be learned is a very efficient way of teaching them to read sight words. Possible implications for the classroom teacher are discussed and suggestions are made for future research into the nature of children's learning processes. (Author/TS)