Due to the weak relationship between the English letters and their corresponding sounds, the learners, especially young foreign children, find it difficult to link sounds to their letters easily. This problem is evident in children's deficiency in reading as an encoding skill and spelling as a decoding skill. Phonological awareness involves the ability to hear and manipulate sounds in words, syllables and phonemes. Therefore, phonological awareness is indispensable for children to learn because it strongly related to reading and spelling skills. Consequently, the researcher seeks to investigate the effects of a proposed training program based on phonological awareness instruction in developing oral reading and spelling skills among a sample of fourth grade children who study English as a foreign language.