Targeted and methodical instruction is required to address individual deficiencies in a student's phonological awareness skills while teaching phonological skill deficits. A variety of abilities are included in phonological awareness, such as segmenting, blending, rhyming, and altering sounds within words. Teachers use research-proven techniques to give kids with phonological skill deficiencies explicit instruction and support. Using diagnostic tests, this training frequently starts with determining the student's present phonological awareness level. Teachers can then create customized intervention programs that focus on the particular areas of need based on the findings. Various teaching strategies, including direct instruction, multisensory activities, repetition, and a steady increase in difficulty, may be included in these designs. An educator might begin with easier assignments like segmenting compound words for a student who has trouble segmenting sounds in words, and then progress to more difficult activities like segmenting individual phonemes inside words. For students with phonological difficulties, adding games, manipulatives, and visual aides can also make learning more interesting and approachable. To evaluate the success of the intervention and make necessary adjustments to the training, progress monitoring is essential. Teachers can support children in strengthening their phonological abilities, which will ultimately improve their reading, spelling, and general literacy ability, by offering planned and focused training.