A practicum was implemented to improve the sight-word vocabulary and attitudes toward reading among 22 second-grade students reading below grade level. The program took approximately 45 minutes a day, 2 days a week. The language experience approach was used in conjunction with word processors. The different types of activities included dictated stories that related to basal stories, retelling basal stories, reconciled basal reading lessons, probable passages, interactive reading, generative writing, writing-related science entries, writing-related social studies entries, creating vocabulary pages using context clues, and illustrating stories and skill pages. Results indicated that students improved their sight-word vocabulary of both the Dolch words and the basal vocabulary lists, which were used as pre- and post-tests. Students also improved in their attitudes toward reading, as evidenced by a reading attitude survey. Other improvements were noted in comprehension, the use of context clues, and oral expession. Results also indicated that the Language Experience approach combined with a reading and writing connection had a positive affect on vocabulary development and attitude among underachievers in reading. (Nineteen references are attached. Appendixes include: Reading Attitude Survey, Pre-primer Dolch Word List, Primer Dolch Word List, First Grade Dolch Word List, Dolch Basic Word Lists Pre- and Posttest Results, Ginn Level 5 Vocabulary List, Ginn Level 6 Vocabulary List, Ginn Reading Word Lists Pre- and Posttest Results, and Reading Attitude Survey Pre- and Posttest Results.) (Author/MG)