A study investigated the effect of using read-along materials on the acquisition of incidental sight reading vocabulary for prereaders and beginning readers. Specifically, the study examined whether such readers acquired sight vocabulary words from exposure to read-along materials and the types of words that were learned more readily than others. Thirty-six kindergarten students were individually pretested using flashcards of the words contained in the read-along stories to be used in the study. After pretesting, the students participated in five read-along lessons, each lasting approximately ten minutes. The week following the sessions, the students were posttested with the same flashcards. It was found that the children made significant gains in incidental reading vocabulary as a result of the read-along sessions. Additional findings revealed (1) that the frequency of a word in a story was not significantly correlated to word gain, (2) that gain tended to increase as the length of word decreased, and (3) that words having no ascending or descending letters were learned more easily than words with other configurations. (FL)