In the UK, literacy instruction is widely supported by computer software programs aimed to improve literacy skills. However relatively few systematic studies have been conducted to date to investigate whether these programs are effective in supporting literacy acquisition. Programs range in nature from those supporting the acquisition of phonic reading skills to those focussing on promoting recognition of whole-words in context. Whilst phonic skills have been shown to be critical for successful reading acquisition, less is known about how promoting orthographic, whole-word, skills relates to literacy success. This study investigated whether whole-word multimedia software (i.e. Oxford Reading Tree for Clicker) facilitates literacy acquisition. We explored whether ‘Clicker’ accelerated early reading acquisition relative to ‘Big Book’ traditional teaching methods. Two groups of children (N = 27), aged 5–6 years, that were reading at a typical level for their age were drawn from two classes within the same school. Each group received instruction with each of two books from the Oxford Reading Tree scheme, using either ‘Clicker’ or traditional printed texts. Instruction was delivered to each group over five one-hour sessions over the course of a week. The order of presentation of instruction was counterbalanced across groups. Performance on tests of written word recognition, oral word reading, and tests of phonological awareness, was measured pre and post each week of instruction. Results showed significant gains in oral reading skill after each method of instruction. However, only after instruction with ‘Clicker’ were significant gains in word recognition and rhyme awareness observed, and only after instruction with ‘Big Book’ were significant gains in graphemic awareness found. We suggest the multimedia features of highlighting words and an auditory cue, built into the Clicker software, support the acquisition of written word recognition and rhyming skills, respectively.