Enhanced Alphabet Knowledge Instruction: Exploring a Change of Frequency, Focus, and Distributed Cycles of Review

Abstract

This article describes a 2-year exploratory research study of alphabet knowledge instruction in 13 kindergarten classrooms in four at-risk urban schools. Based on insights for teaching from five evidence-based advantages that influence acquisition of letter names and sounds, instruction of letter names and sounds was enhanced to increase students’ exposure to and practice with letters and to provide greater instructional focus on difficult-to-learn letters through brief lessons taught through distributed cycles of review. Results of this study show that students experienced increased success in acquiring alphabet knowledge, through Enhanced Alphabet Knowledge instruction.