This action research study investigated the impact of phonics instruction for readers who are considered to be at risk in their reading performance. For six weeks, the researcher implemented phonics instruction to two 2nd grade students. This instruction was completed in a small-group setting in the resource room. At the beginning of the week, the students were given assessments to see which phonics skills they were missing, then they received instruction based on those skills. Quantitative data was collected at the beginning, middle, and end of the six weeks. This information was collected by using a Diagnostic Decoding Survey and STAR Reading assessment. Findings indicated that there could be an impact of phonics instruction on the reading of students who are determined to be at risk.