Students with phonologically based speech sound disorders (SSD) are at a greater risk for phonological awareness (PA) deficits and later literacy concerns. PA develops in a sequential pattern before formal instruction. When delays in PA occur, intervention is warranted. Evidence-based PA interventions require structured approaches, multisensory methods, and references to the orthographic representations. The purpose of this investigation was to determine the impact of using the program Lively Letters (LL) when presented through telepractice on the ability of preschool students with phonologically-based SSD to segment the initial and final sounds in spoken words. The primary investigator conducted this A-B single-subject design with two participants intervening two times a week for 30-minute sessions for five weeks. The investigation outcomes revealed improvement in the PA skill of initial sound segmentation while also teaching articulatory placement for speech sounds,
