A multiple-baseline across-students design was used to evaluate the effects of a computer-based flashcard reading (CFR) intervention, developed using Microsoft PowerPoint software, on students' ability to read health-related words within 3 seconds. The students were three adults with intellectual disabilities enrolled in a postsecondary college education program. Results support the effectiveness of CFR intervention for enhanced word reading in all students with average learning rates ranging from approximately one word acquired per 1.5 minutes of instruction to one word acquired per 2.5 minutes of instruction. Data collected 1 month after intervention procedures ceased showed that maintenance and generalization (i.e., ability to read words embedded within passages) varied across students, which supported previous findings conducted with younger children and easier words. Discussion focuses on directions for future research and applications to postsecondary education.