Learning disabled (LD) children were taught sight words with mastery learning strategies, and a comparison group with methods that are typically used in teaching sight words. Results suggest that most LD children can reach mastery on sight words within a reasonable time framework if sound remedial principles are applied consistently. (Author/BW)

A model is outlined for translating validated instructional principles into effective educational practices. Thirty-seven resource room teachers attended two three-hour workshops which were designed to train them to use an instructional program for teaching ten sight words to remedial readers. Teachers' reactions to the program were gathered as…