The article presents a model of an effectively implemented visual phonics intervention program for kindergarten children at high risk for reading failure in a general education classroom. There is a growing body of professional literature documenting the effectiveness of visual phonics for children who are hard-of-hearing or deaf. There is little information on the benefits of visual phonics for hearing participants at high risk for reading failure. The preliminary findings of this study suggest that See the Sound/Visual Phonics (STS/VP) intervention in the classroom is appropriate for children who are falling behind using the regular curriculum. Post-intervention gains were noted on both the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) and the curriculum based assessment for participants who participated in the STS/VP intervention. The data also suggest that participants performed similarly to their grade level peers who were at benchmark based on DIBELS and who did not receive the STS/VP intervention. Results are discussed in terms of future research opportunities. (Contains 5 figures and 5 tables.)