"DaisyQuest" is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years. The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately, as well as how to count the number of sounds in words. Five studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of the "DaisyQuest" program. Four of these studies met the WWC evidence standards. The studies included a total of 223 students ranging in age from five to seven years, attending schools in different communities and states, including one western and one southeastern state. The WWC categorized three of the four studies as having statistically significant effects and one study as having indeterminate effects. When the WWC looked at results from "DaisyQuest" in aggregate, the intervention was found to have positive effects on alphabetics. (Contains 9 footnotes.) [This publication was produced by the What Works Clearinghouse. The following four studies are reviewed in this intervention report: (1) Barker, T., & Torgesen, J. K. (1995). An Evaluation of Computer-Assisted Instruction in Phonological Awareness with Below Average Readers. "Journal of Educational Computing Research," 13(1), 89-103; (2) Foster, K. C., Erickson, G. C., Foster, D. F., Brinkman, D., & Torgesen, J. K. (1994). Computer Administered Instruction in Phonological Awareness: Evaluation of the DaisyQuest Program. "Journal of Research and Development in Education," 27(2), 126-137. (Experiment 1: Child-Care Facility); (3) Foster, K. C., Erickson, G. C., Foster, D. F., Brinkman, D., & Torgesen, J. K. (1994). Computer Administered Instruction in Phonological Awareness: Evaluation of the DaisyQuest Program. "Journal of Research and Development in Education," 27(2), 126-137. (Experiment 2: Kindergarten Classrooms); and (4) Mitchell, M. J., & Fox, B. J. (2001). The Effects of Computer Software for Developing Phonological Awareness in Low-Progress Readers. "Reading Research and Instruction," 40(4), 315-332.]