This study investigated the effects of phonological awareness training on early Chinese reading of young children who were deaf and hard of hearing in Taiwan. Nineteen young children from four intact self-contained classrooms were included. Statistical analysis was used via a pretest-posttest design with a control group. The experimental group consisted of 10 children who received instruction in phonological awareness training of the Chinese language; the control group consisted of nine children who were exposed to the conventional intervention curriculum for young children who were deaf and hard of hearing in Taiwan. The results indicate that the experimental group outperformed the control group in terms of phonological awareness and there was a significant difference between these two groups in sentence reading performance.