The study involving 32 learning disabled elementary school students evaluated the effect of applying a mastery learning model to sight word instruction. Ss were taught 30 sight words in nine lessons over a period of 3 weeks. Lessons incorporated the following remedial principles: limiting the size of the teaching unit, giving discrimination training, providing adequate practice and review, and utilizing a variety of contexts to insure transfer. Posttest performance, at the end of the 3 weeks, indicated that 84% of the sample was able to attain 80% or better accuracy on lists or sentences containing the 30 words. Results of the investigation suggested that a majority of learning disabled children can reach mastery on sight words within a reasonable time framework if instruction incorporates important remedial principles. (Author/SB)