This report describes a program for improving sight word recognition and the ability to improve reading skills. The targeted population consists of a kindergarten class and a primary self-contained special education class. The schools are located in a large metropolitan city. The problem of poor sight-word recognition was documented with student surveys, behavioral checklists, and pretests and posttests of basic sight words. Analysis of probable cause indicated that there were poor sight-word recognition skills among elementary students. This negatively affected students' reading skills. Review of the research indicated that students were not reading sight words in context or in isolation. A review of the solution strategies suggested by other researchers, combined with an analysis of the problem settings, resulted in the development of sight-word instruction. The program included hands on activities, small group tutoring, literature-based instruction, and repeated readings of predictable text. Students showed a marked improvement in reading skills. (Contains 18 references and 2 tables of data. Appendixes contain checklists, survey instruments, word lists, and sight-word books.) (Author/RS)