This paper describes a randomised control trial (RCT) of a small group intervention targeting articulatory consciousness in first graders with a reading delay (control condition: n = 57, intervention condition: n = 64). The programme in the intervention condition consisted of basic decoding and spelling tasks using articulatory cards to symbolise speech sounds. Training took place four times per week for five weeks. The control condition received "business as usual". The results show that the children in the intervention condition learned to use the articulatory symbols, but there were no effects of the intervention on reading and phonological awareness measures. Also, there was no relationship shown between initial phonological awareness skills and gains, or lack thereof, from the intervention.