This study compared the effectiveness of two computer-based techniques for improving word recognition automaticity in children with mild reading difficulties. One of the techniques provided practice in identifying individual words out of context, while the other technique, referred to as repeated reading, provided practice reading specific words in context. Subjects were third and fourth graders with reading skills at approximately the 18th percentile. All children experienced practice using both techniques applied to different sets of words. The repeated reading technique was more effective than the context-free method in increasing the number of words in the children's sight vocabularies under both the context-free and the within-context assessments. The repeated reading technique also required less time per word to reach a specific mastery criteria, and thus was a more efficient instructional method. The text is supplemented by three tables. (EW)