This single case study examined the effects of segmented and connected phonation decoding training on improving word reading accuracy for three first-grade students who demonstrated challenges with accurate word reading and decoding skills. Visual analysis and single-case effect size calculations indicate students improved their correctly read words per minute performance across six weeks of intervention. Both segmented and connected phonation strategies are helpful when learning to read; however, when reading consonant-vowel-consonant words with short vowels and continuous beginning sounds, using the connected phonation decoding strategy may facilitate decoding skills for early readers more efficiently. Findings suggest students who require additional word reading practice and decoding opportunities may benefit from connected phonation. Implications for practice and suggestions for future research direction are provided.