A study assessed the effectiveness of a peer tutoring intervention for sight-word acquisition, and determined whether any progress was matched by improvement in reading fluency. Four primary students were selected based upon teacher referral for poor reading fluency. Flashcards were used to determine accuracy of recognition of vocabulary words listed in each students' current and previous reading books. Number of words correctly identified were recorded for each child. In addition, reading rate in the form of correct words and errors per minute was also assessed. Reading passages for evaluating rate were chosen randomly from each student's current reading book. A single-case A-B design was used. Both sight word recognition and reading fluency were assessed 1-2 times weekly for each student. After baseline data were collected, the tutoring phase began. Results indicated that three of the four students showed improvement in sight-word acquisition during the intervention phase, and all four showed definite improvement in fluency. (Contains 12 references and 16 unnumbered charts of data.) (Author/RS)