Phonological awareness refers to the knowledge that spoken words can be segmented into abstract units that represent individual speech sounds, or phonemes (i.e., the word “top” can be segmented into the sounds /t/, /a/, and /p/). Children who have good phonological awareness are likely to become good readers, while children who have poor phonological awareness are at risk for delayed acquisition of reading ability. Children who have a history of specific language impairment and/or delayed articulation skills as preschoolers are at particular risk for delayed development of phonological awareness and reading skills. Efficacious and time-effective tools for integrating phonological awareness therapy with speech therapy need to be developed. The ultimate goal of the proposed research program is to develop an effective, computer-driven program for facilitating the acquisition of phonological awareness skills that could be used by speech-language pathologists, speech aides, teachers and/or parents to help children who are at-risk for reading problems because of delayed speech and language development during the preschool period. The proposed research program is comprised of two studies. The purpose of Study I is to describe the phonological awareness skills of children with delayed articulation development in relation to the severity of their articulation deficit, the presence of concomitant difficulties such as language disorder, and their speech therapy experiences. The purpose of Study II is to develop a computer-driven program for teaching phonological awareness skills and to assess the effectiveness of this program with children who have difficulty with the articulation of speech sounds.