This practicum was designed to increase the accuracy of reading decoding skills exhibited by five elementary and intermediate level hearing-impaired students in a mainstream setting. Subjects were fitted with appropriate amplification to optimize their residual hearing but were performing below their grade-level placement in the areas of word attack and word identification, and made numerous reading decoding errors during oral reading of curriculum materials. The outcome objectives aimed to improve the students' phonetic skills for sound/letter units, single words, and connected reading material. The strategy, which was implemented for a 12-week period in the students' special education class, incorporated the use of 70 sound/letter unit flashcards, a comprehensive word list, and the students' classroom reading text. Analysis of data revealed that all five students increased their accuracy for identifying sound/letter units and transferred this learning to single words and connected text. Results are reported using a case study format. (Contains 19 references.) (Author/JDD)