The Auditory Discrimination in Depth (ADD) program, an oral-motor approach to beginning reading instruction, causes students to become aware of the oral-facial characteristics of phonemes by calling conscious attention to the motor characteristics of each sound. This aspect of phoneme production is connected to visual and auditory cues to provide heightened sensory awareness of number, order, and identity of sounds in a spoken syllable. A study was conducted to examine if exposure to the ADD program in kindergarten would make a difference in students' first grade entry scores as measured by a standardized reading achievement test. Sixty-two kindergarten children in one school tracked consonant and vowel phonemes in syllables by using labels that identified the presence of each phoneme at a pre-grapheme level. Once children were aware of the sequence of phonemes on an auditory, oral-motor level, graphemes were introduced and the tracking of sounds was extended to spelling and reading. Results indicated that children who received ADD training entered first grade with better reading skills, as measured by the Woodcock Reading Mastery Tests, than did students who did not receive the training. (FL)