This study was designed to investigate the differences in effectiveness in teaching sight words to kindergarten children by using words only (no-picture group), words and simple pictures (simple-picture group), and words and complex pictures (complex-picture group). The subjects were 30 kindergarten children selected from two kindergarten classes. The children were randomly assigned to one of three experimental groups: ten children to the no-picture group, ten to the simple-picture group, and ten to the complex-picture group. A pretest was given to insure that the subjects could not read the four sight words used in the experiment. Comparisons were made of the mean number of correct responses during acquisition, test trials, and retention trials for the three treatment groups. During acquisition, significant mean differences among the training groups favored the picture groups, with simple-picture group scores significantly higher than either of the other groups. During both test and retention trials, non-significant differences favored the no-picture group. It was concluded that the use of pictures did not distract children from learning sight words. Pictures were facilitative in teaching sight words, especially those which began with the same consonant. (Author/WR)