The purpose of this study was to evaluate the effects of a reading racetrack procedure to increase peed and accuracy
of sight word identification. Four elementary aged students with differing disabilities served as participants. A
combination multiple baseline and reversal design was used to evaluate the effectiveness of the reading racetrack procedure.
Words correct, errors and words attempted were measured. This study further demonstrated that reading racetracks
are an effective method to increase sight words. Some generalization to novel words was found with only one of the two
students. Suggestions for future research are discussed.