Thirty-seven four-year-old students in a Head Start program in a suburban community in the southern United States were randomly assigned to receive 30 minutes of additional instruction each day in their usual language arts curriculum or 30 minutes of instruction with the Direct Instruction program, Funnix Beginning Reading. Instruction for the Funnix group was provided by high school-aged tutors, who were trained and supervised by an experienced teacher. Pretesting before instruction began indicated no significant differences between the two groups in the DIBELS letter naming fluency or initial sound fluency measures. However, by winter and spring the students in the Funnix group had significantly higher scores on numerous measures of beginning literacy. Significant differences remained with multivariate analyses that controlled for initial levels of skill and minority status. Equivalent results also appeared when a reduced sample that individually matched children on pretest scores and minority status was used. Effect sizes (Cohen’s d) in winter and spring ranged from .51 to 2.24, depending on the measure that was used. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).