This study strived to determine the effectiveness of the AR phonics program relative to the effectiveness of the scripted phonics program for developing the letter identification, sound verbalization, and blending abilities of kindergarten students considered at-risk based on state assessments. The researcher was interested in pretest and posttest growth on three different standards. Because of the pretest and posttest assessments on three different standards, a multivariate analysis of variance (MANOVA) design was used to analyze the data. Results indicate a statistically significant improvement in blending abilities for kindergarten students receiving augmented reality phonics instruction. Outcomes as well as implications for further use of augmented reality phonics in the classroom are offered. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]