Decoding unknown words when reading text is a necessary tool of skilled readers. Beginning readers need repeated opportunities to develop decoding ability. We investigated whether explicitly teaching essential components of beginning reading instruction promoted first graders' skill in decoding pseudowords. We employed a multiple- baseline design across groups of children to examine the effects of an intervention that included the use of manipulative letters to promote segmenting, blending, sounding out, and spelling skills. We monitored decoding skills by repeatedly measuring reading of pseudowords by 9 first-grade students identified as having incipient reading problems. Findings indicate that each student's skill in decoding increased with the introduction of instruction incorporating explicit decoding practice. These results reveal that teachers can use relatively simple instructional practices to enhance early reading skills.