Incremental Rehearsal (IR) is an effective, evidence-based intervention for teaching words that uses high repetition and a high ratio of unknown and known items. The purpose of the present research study was to evaluate the effectiveness of using Incremental Rehearsal to improve the fluency in reading sight words for three elementary students diagnosed with a specific learning disability. A causal design was used to measure the efficiency of using Incremental Rehearsal to improve the ability to read sight words for the students. Multiple data points were used throughout this study including a pre-test, a duration of intervention, and a post-test. Data was collected over a span of six weeks for a four to five-minute session. Results indicated that there was a functional relationship between Incremental Rehearsal and the fluency of sight word reading and that the children's ability to read sight words fluently increased after the intervention. The following are appended: (1) Second Grade Sight Words; (2) Incremental Rehearsal Field Notes; and (3) Incremental Rehearsal Cold Probe Data.