A case is made that children should be intelligible before they begin school in order that the development of normal literacy skills not be hindered by speech. In this article, treatment options for children with phonological impairments are summarized. Information about critical variables that need to be controlled or accounted for in treatment research is discussed, followed by a brief review of four recently published treatment research reports based on different phonological theories. Some of the possible barriers that may deter practitioners from incorporating phonological aspects in treatment and some suggestions for “bridging the gap” are presented.