Training in phonological sensitivities has shown that the ease with which a child learns to read has a positive impact (Gillon, 2004; Perez, 2008). Researchers have shown that young children with phonological education have learned to read more quickly than those who have not received such instructions and are often successful in early reading in the next few years (Snow et al., 1998, Bus & van IJzendoorn, 1999). However, some children need support beyond and beyond classroom instruction. In particular, almost one quarter of young children who are well educated in the classroom still have a lack of awareness (Schuele & Boudreau, 2008). In this light, the researchers have designed this study to improve the phonological awareness of students with reading difficulties.