This study focuses on the relationship between blending ability and reading comprehension among 80 prereading children from three private preschools. Three methods of instruction were tested: One group was instructed with an auditory method; the second group was instructed with an auditory-visual method; and the third group practiced the basic set of sound/letter associations but was given no formal instruction in blending. The results indicated that training with both the auditory-visual method and the auditory method was significantly more effective on children's ability to pronounce the list of synthetic words than was practice on sounds and letters. It also showed that there were no differences in children's ability to blend stop or continuant sounds at the beginnings or ends of words. Several implications were discussed for teaching blending. (MB)