JPSY_V7_N4_RP2 Alyson Lykken Julie Wakeman Jennifer Neyman Thomas McLaughlin Kim Zumwalt Journal on Educational Psychology 2230 – 7141 7 4 19 24 SRA (Scientific Research Associates), Decoding Strategies, Direct Instruction, Sight Words, Decoding, Learning Disabilities, High School Student, Multiple Baseline Design, Literacy, IEP (Individual Education Plan) An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper. February - April 2014 Copyright © 2014 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=2653