Kindergarten students often struggle with the task of fluently identifying letters in the alphabet. Early acquisition of letter identification serves as a strong predictor of reading success and a lack thereof is often a key indicator of future reading difficulties. If students are unable to read fluently in the early elementary grade levels, statistics indicate they are more likely to experience significant academic difficulties throughout their educational careers, which may impede their success even into postsecondary. In this study, literacy screener assessment scores for letter-name knowledge will be examined at three intervals during the implementation of a kindergarten intervention. The purpose of this study is to examine whether there is a significant increase in the percentage of kindergarten students who score on grade level in letter identification with consistent, daily, non-sequential upper and lowercase letter practice. A treatment group consisting of 42 students was provided the randomized letter intervention five days per week for a period of 5-minutes daily for a total of 10-weeks. The Istation(R) Letter Recognition Assessment results for the treatment group were compared to the results of 21 students in a control group. The control group did not receive the non-sequential letter daily intervention; however, continued to receive traditional letter knowledge instruction. The results revealed that with, consistent intervention in non-sequential randomized letter naming, student participants were able to master the task of rapid letter naming with automaticity over a 10-week period when compared to a control group. The proposed results highlight the importance of explicit non-sequential letter name knowledge instruction in this sublexical skill considered to be one of the initial building blocks for earliest efforts at decoding and spelling.
