This study assessed the effectiveness of tutoring intervention for sight word acquisition and determined whether any progress was matched by improved reading fluency, reading rate, and sight word identification. Nine middle school students from Hillside, New Jersey were selected based upon teacher referral for poor reading skills. "Edward Fry's List of 'Instant Words'" was used to determine students' accuracy of recognition of sight words. Number of words identified incorrectly were recorded for each participant and utilized during the tutoring intervention as the target words with the experimental group, while the control group continued their regular reading routine. In addition, reading rate and reading fluency in the form of words and errors per minute was also assessed. Participants received a pre and posttest in all three areas being evaluated. After the baseline data were collected, the tutoring phase began. Results indicated that students showed improvements in sight word identification, reading rate and reading fluency during the tutoring phase and at the completion of the study. Admittedly, direct instruction on sight vocabulary with learning disabled students will not solve all reading disabilities but it may be one of the most important attributes in aiding in their difficulties. Contains 43 references and 3 tables of data; an appendix contains a reading passage. (Author/RS)