Two intermediate elementary grade level learning disabled students deficient in reading skills participated in a study to explore the efficacy of utilizing a token reinforcement program combined with behavioral contracting to increase the acquisition rate of sight vocabulary. Word recognition behavioral data were collected by measuring the time interval required for instruction and teacher directed practice and counting the number of new words correctly identified. The results indicated that the intervention was a powerful motivation: one S increased his acquisition rate by 660% over baseline while the other increased his sight word acquisition rate 330% during the same period. Student motivation was influenced by the impact of preference surveys, reward menu, behavior contracts, and a material rewards system. (Author/CL)