The purpose of this experimental study was to examine the contribution of phoneme awareness training and orthography to the learning of new vocabulary words by partial alphabetic phase readers. Hypotheses included: Preschoolers taught to phonemically segment words with letters would outperform those trained without letters on an invented spelling task, and students exposed to spellings of new words would learn and remember vocabulary better than when exposed to words without spellings. Significant results indicated that children receiving phonemic segmentation training with letters made gains in an invented spelling task, while viewing orthography during a repeated measures vocabulary-learning task increased memory for new words in partial alphabetic phase readers.