This single case design study examined the effects of video modeling (VM) using an augmented reality iPad application on improving phonics skills of first-grade students who struggle with reading. Results indicated that all students made significant growth in their phonics performance and maintained the intervention gains for 5 weeks following the intervention. The results of the social validity interview revealed that although participants expressed positive perceptions about the intervention overall, the VM sessions should not be lengthy for young students to engage them in learning. Also, the students preferred receiving the instruction combined with other reading activities to the stand-alone VM sessions. We address implications for practice and suggestions for future research direction.