Social learning theory contends that group contingent reinforcement can be used as a means of shaping problematic behavior in both academic and nonacademic settings. Prior research has focused on contingent management of academic behaviors with older populations at the college level and younger students both with and without disabilities in the areas of spelling, sight word reading completion, and reading achievement. However, little research has examined specific sight word knowledge. The purpose of the current study was to address that gap by identifying how group contingent reinforcement influences individual sight word reading achievement. The participants in this study were four classes of first grade students who attended an elementary school. A multiple baseline, single subject design method was used to identify both individual and group progress. Students in this study were divided into two incentive conditions and two access to incentive conditions. Individual and group means indicated that participating students were motivated both by incentives that were unknown until they had been earned and by reward choice. Furthermore, sight word reading achievement increased for all students. This is an important contribution to the existing literature and will enhance social change initiatives through increased understanding of the academic behavior and learning patterns of groups of students as a further extension of cooperative learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]