This study describes the relationship between phonemic awareness and the reading achievement of kindergarten students. The purpose of this quantitative, time series, a two-year study was conducted to examine why some kindergarteners are not phonemically aware when leaving kindergarten and entering first grade. This study hypothesizes that kindergarten students using Reading in Motion strategies will show a difference in their reading skills. The study analyzed the effects of the Reading in Motion program on kindergarten students. The research questions answered were: does the usage of the Reading in Motion strategies increase kindergarten students living in the south suburb of Chicago, Illinois reading skills? In addition, will those students reading skills improve and continue to improve in first grade? The study investigated four kindergarten classrooms that attended a free breakfast/lunch program school. The students in those classrooms were tracked to first grade, comparing their kindergarten assessment scores to their first-grade assessment scores, to determine if those students reading skills improved or continued to improve. Reading in Motion is an arts-based instruction program that utilizes singing, dancing, movement, and acting. The kindergarten and first-grade teachers were trained in the implementation of the Reading in Motion strategies. The students were assessed three times a year, using two distinctive assessment tools after instruction. The data of the MAP and AIMSWeb was analyzed and compared to determine students' progress. [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.]