Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic single case study was to explore the perceptions of parents of children exhibiting severe speech impairments for their experience in instruction of decoding and whole sight word strategies for basic reading skills. Data were gathered from a purposive sample of nine parents of children, ages 4-14, with severe speech impairments in semi-structured interviews, and analyzed in the Dedoose software system for reoccurring patterns and themes. Six major themes were: (a) parent frustration, (b) speech therapy, (c) computer success/enjoyment, (d) child frustration, (e) lack of motivation, and (f) teacher preparedness; and four secondary themes were: (a) repetitive exposure, (b) success with whole sight word strategies, (c) difficulty with decoding strategies, and (d) reading comprehension. Implications of the themes involved the role and support of parents, speech therapists, and educators in effective strategies specifically for decoding and whole sight word strategies for basic reading skills. Three recommendations for practice included: (a) collaboration between parents, classroom teachers, the school speech therapist, and the clinical speech therapist; (b) teacher training through staff development or workshop opportunities to identify appropriate instructional strategies; and (c) training opportunities for best practices, research-supported strategies, software applications, and computer-assisted instruction for parents and teachers to ensure consistency. Three recommendations for future research included: (a) a qualitative multiple case study utilized at multiple clinical speech therapy settings, (b) a qualitative single or multiple case study to explore major theme 6, teacher preparedness, and (c) a qualitative phenomenological study to further explore major theme 3, success or enjoyment regarding the use of the computer to enhance literacy skill development. [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.]