The ability to analyze a word into its component sounds is prerequisite to a child's learning of letter-sound correspondences and therefore to his learning to read. As prereaders do not typically master the ability to analyze a work into its component sounds, techniques must be developed to teach them this skill. Most procedures which have been tried have not been successful with children younger than 6 or 7 years; however, Zhurova reports success teaching even 3-year-olds to isolate initial sounds of words with the method she describes. The current experiment evaluated Zhurova's iteration method of instruction by comparing it with a segmentation method. Ss were 32 kindergarteners. The two methods of instruction were fully crossed with four sequences of real word and nonsense stimulus items, given in two training sessions. None of the six variables was significant; however, training time had a significant effect. (Author)