A single subject A-B design was conducted to determine the effect of the Earobics Computerized Literacy Program on ability of kindergarten children to segment sounds in words. Earobics was invented as supplementary literacy program to increase reading skills by focusing on phonological awareness abilities. The investigation included seven kindergarten children. The baseline and intervention sessions took place in a small elementary school in New Mexico. Six of the participants were able to activity participate in the investigation and were provided 12 intervention sessions. The participants were randomly assigned to one of two baseline phases: a three-data-point baseline or a sixdata-point baseline. Ability to segment sounds was assessed at each baseline session and at the beginning of each intervention session. The data were analyzed by a visual inspection, Binomial Test, and Two Standard Deviation Method. The data demonstrated significance for a positive change from baseline to intervention; in addition, it demonstrated that the variation of change was due to a special cause. These results indicated that the Earobics Literacy Program had a positive effect on the segmenting skills for the kindergarten children in this investigation. Segmenting involves only one area of phonological awareness and future research should expand to include additional areas of phonological awareness.
Keywords: phonological awareness, segmentation, reading, literacy program
