Abstract
The content of four phonological awareness training programs was analyzed according to six principles of effective instructional design related to teaching students at risk for reading failure. The four programs analyzed were selected because they are readily available and are grounded, at least in part, by research. All of the programs were comprehensive but showed differences in skill emphasis as well as in their application of the six design principles. Adaptations related to improving instruction for at-risk learners are presented for each program.
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