Programs to support early literacy development are implemented regularly in the schools without research on their efficacy. This study examined the efficacy of a commonly used program for struggling readers. Twelve kindergarten children who were at-risk for reading difficulties took part in a 10 week intervention program called Talking Tables. Twelve kindergarten children, also at-risk for reading difficulties were the control group, and received no intervention. The children in the intervention group made significant gains in phonological awareness. The results suggest that the Talking Tables is effective as an early intervention in developing phonological awareness skills in kindergarten children that are at-risk for reading difficulties. / Graduate / 0535