This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling. Word box intervention consists of using manipulatives to learn phonological decoding skills. The participants were three African-American urban first graders identified as at risk. A multiple probe across participants design was used to demonstrate that word box instruction was functionally related to increased acquisition of CVC words read and spelled correctly for two out of the three participants. These participants also demonstrated maintenance for three to seven weeks after acquisition and some generalization to untaught CVC words.