The effects of using explicit decoding and phonological awareness instruction for struggling readers were studied. Four kindergarten students who were showing no academic gains in reading took part in an intervention program over seven weeks, while a comparison group of four students at a similar reading level continued their business as usual reading program. The students were tested using sections from the Woodcock Reading Mastery and Fountas and Pinnel Reading Level test before and after the study. The results showed support for the hypotheses that an explicit decoding and phonological awareness intervention would improve student reading level
