Students entering school with little knowledge of English do not have the foundation in place to develop reading skills. This lack of foundation puts English Learners at a disadvantage that they struggle to overcome. The purpose of the quantitative study was twofold: (a) to determine whether measures of phonemic awareness are predictive of end of kindergarten early reading skills for English Language Learners (ELLs), and (b) to determine whether an English language arts intervention focusing on phonemic awareness has an effect on the early reading skills of English Learners. Twenty ELL kindergarten students were selected as participants for the study based on convenience sampling and at risk Dynamic Indicators of Basic Early Literacy Skills winter benchmark scores. Participants attended an elementary school in southern California, near the United States/Mexico border, where the majority of students speak Spanish as their primary language. Certificated teachers implemented the literacy intervention, and students received twenty minutes of small group supplemental instruction four days per week for ten-weeks. Participants made moderate to substantial progress on early literacy skills benchmarks and classroom benchmarks as a result of the intervention. A significant percentage of students who participated in the intervention program met both early literacy skills spring reading benchmarks, and district end of the school year reading benchmarks. Results showed a high degree of correlation between performance on the spring Nonsense Word Fluency and Phoneme Segmentation Fluency tests, and performance on end of the year district measures. Repeat measure t-tests on DIBELS assessments showed a statistically significant mean score increase between winter and spring for phoneme segmentation fluency, [t(19) = -12.40, p less than 0.0005), nonsense word fluency [t(19) = -33.70, p less than 0.0005], letter naming fluency [t(19)=-22.15, p less than 0.0005], and word use fluency [t(19) = -5.88, p less than 0.0005]. Study data supports the conclusion that measures of phonemic awareness are predictive of end of kindergarten early reading skills for English Language Learners, and that an English language arts intervention focusing on phonemic awareness has a positive effect on the early reading skills of English Language Learners. Further research is recommended, including a longitudinal study that follows English Learners over a several year period to assess the long-term implications of early literacy interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]