A structured intervention package including direct, scaffolded, instructional lessons was implemented using an error correction learning system and a picture book-based phonological and phonemic awareness activity for four participants with complex communication needs, ranging from 12 to 15 years, in a junior high school setting. Although variability in participant results was noted, a functional relationship between the structured literacy intervention package and sound to letter matching ability was found. Results of this investigation indicate that this intervention package appears promising for facilitating learning of sound-to-letter matching skills in students with complex communication needs who use augmentative/alternative communication systems. However, due to the nature of single-subject research, generalizability of results is in question. Additionally, further research is needed to determine the effect of this intervention on word decoding and reading comprehension skills. (Contains 3 tables and 4 figures.)