Although research has established that phonological awareness is a predictor of future reading skill, the effects of variant vs. contiguous presentations of grapheme-phoneme correspondences as part of a teaching program have not been examined. A variant presentation is one in which there is a mismatch between the letter and sound or sound and letter correspondences and a contiguous representation is one in which there is a consistent match between the letter and sound information. Three 10 hour interventions were designed to determine the effects of two variant and one contiguous presentation of grapho-phonological information on five measures of reading and four measures of spelling. The Contiguous intervention class significantly (p less than 0.05) outperformed both the Grapheme and Phoneme intervention classes in reading regular words, and spelling exception words and nonwords. This suggests that the presentation of contiguous grapho-phonological information contributes to reading and spelling outcomes more than variant presentations. (Contains 3 tables and 3 figures.)