The ability to read is fundamental in determining an individual's academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore essential. Although the importance of early reading development has always been stressed, recent years have drawn increasing attention to the need for targeted improvement. We have addressed this need by developing a computer-based training program in pre-reading skills for first graders; the present paper presents the results of an intervention using this program. Participants in the quasi-experimental study were 336 first graders. To increase the validity of the results, propensity score matching was utilized to analyze the impact of the pre-reading skills program. As a result of the program, students' development in the intervention group significantly accelerated (Cohen's d = 0.59). An immense effect of the intervention was indicated among students in the lower third skill group (Cohen's d = 2.83). Latent-change analyses supported the relevance and importance of the development of phonological awareness at the ages of 6-8 and the generalizability of the results (X[superscript 2]= 14.9; df = 10; p < 0.05; CFI = 0.991; TLI = 0.989; RMSEA = 0.58 (CI: 0.000, 0.114). This research demonstrates that an effective computer-based program can effectively bridge the learning gap in pre-reading skills during early stages of education, even in challenging times without the direct involvement of a teacher.