The English language plays a major role around the world, making it important to learn English in order to participate and communicate in our globalized age. Adequate foreign language (L2) skills are important for everyday life and can even enhance performance in one's first language (L1). A growing number of very heterogeneous classrooms make it necessary to develop strategies that are beneficial for both high and low achievers. The purpose of this single-case study was to evaluate the effects of a multicomponent intervention consisting of storytelling, flashcards, and a reward procedure on 24 secondary-level students with and without learning disabilities. It appears that all participants benefited from the intervention and improved their sight word vocabulary knowledge. Students diagnosed with a learning disability showed the greatest improvements based on the results of visual analysis, effect size, and a piecewise regression analysis. In addition, follow-up data collected three weeks after the intervention showed that the effects maintained at a very high level.