Running head: ALPHABET RECOGNITION

Alphabet Recognition Intervention with a 4 year old

Karin Troy
The University of North Carolina at Pembroke

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Abstract

Throughout the paper, a single subject design is thoroughly discussed regarding the
effectiveness of the Alphabet Recognition Made Simple intervention. Several interventions were
considered based on the methods of teaching and appropriate timing. The researcher explains the
procedures throughout the study, how the particular intervention was chosen, how the baseline
was collected and how the results were analyzed appropriately showing the significance of the
intervention on the subjects progress.

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Literature Review

Alphabet recognition is the first step of teaching preschoolers how to read. However, many
of the students struggle with consistently identifying the letters of the alphabet (Dilorenzo, Rody,
Bucholz, & Brady, 2011). For this reason, several interventions have been created for low
achieving kindergarten students. Dilorenzo et al. (2011) states that poor phonological skills have
a huge impact on the ability to connect the alphabetical principle to reading (p. 29). One would
suggest that the lack of childrens prior experiences with print and learning materials can have an
extreme influence on the academic skills of the student (Elwell & Hamm, 1997). Thus stating,
many researchers suggest that parents reading to their child daily can enforce a very positive
attitude towards reading for the child in the future (Elwell & Hamm, 1997).
As a result several interventions such as the Sunform Alphabet System, Itchys Alphabet,
Alphabet Recognition made Simple, and Computer programs on the Ipad, have a considerable
amount of information that collectively contribute to the success of alphabet recognition in
preschoolers. The Sunform Alphabet Systems emphasizes the process of teaching alphabet
identification using alphabet cards with picture clues that tell a story about each letter of the
alphabet (Elwell & Hamm, 1997). The four phases of this intervention include 20 minute phases
of alphabet instruction with imagery, visual and verbal instruction for recalling the sounds of
letters, connecting the letter with the correct sound, and using a motor plan to help with learning
how to draw each letter (Elwell & Hamm, 1997). Itchys Alphabet uses a multisensory approach
that includes picture mnemonic using letter cards, hands on activities and the Itchys Alphabet Song
(Dilorenzo, 2011, p. 31). The Alphabet Recognition made simple approach uses a one on one
approach and consistent instruction with flashcards, printed activities, and hands on activities. On
the other hand, many computer applications are available on the Ipad that gives access to games

ALPHABET RECOGNITION

such as letter matching, tracing, and a game called Alphabet Learn that allows the child to identify
letters correctly from a lineup of different letters (Huang, Clark, & Wedel, 2013). While each
intervention was proven to be effective in improving alphabet recognition, the methods of each
intervention slightly differ.
After a close examination of each intervention, the researcher chose to evaluate how
effective the Alphabet Recognition Made Simple intervention was in helping a 4 year old grasp
the alphabet more efficiently. This intervention is somewhat the traditional way of teaching
preschoolers the alphabet, but additional activities such as worksheets and hands on activities are
included in this intervention. For this reason, it was necessary to make the most appropriate option
for teaching the 4 year how to remember his alphabet. The baseline of the study was collected by
introducing him to the alphabet using a book with letters and pictures. Within the baseline the
subject knew only the first three letters of the alphabet. Therefore, the main objective of this
intervention was to efficiently teach the subject how to actually comprehend and identify the
alphabet in a quick and comfortable manner.
Research Question
The expectations of the researchers chosen evidenced-based intervention, the research
question became: Will the use of the Alphabet Recognition made Simple intervention contribute
to alphabet recognition for a 4 year old.
Methodology
A single-subject experimental design was used for testing the effectiveness of the
Alphabet Recognition Made Simple intervention. Typically, a basic single-subject design
includes a baseline and intervention. The baseline is usually a basis for predicting the outcome of

ALPHABET RECOGNITION

the intervention being tested (Moeyaert, Ugille, Ferron, Onghena, Heyvaert, Beretvas, and Van
den Noortgate, 2014) Therefore, following accurate collection of data, the effectiveness of
treatment is determined based on a careful analytical understanding of a graphical presentation.
Sample and Setting
The individual chosen was solely based off the perspective of finding an individual that
could be closely monitored every day. The importance of accurate records for determination of
the effectiveness of the intervention was completely necessary. Choosing my 4 year old was
imperative due to the fact that I was his primary teacher at the time. Therefore, I was aware of
how difficult it was for him to remember the alphabet when we were repeatedly studying the first
four alphabet. Typically, the evaluation was home based at the kitchen table in complete silence
for the hopes of not triggering his attention to outside attractions such as television, toys and
games.
Dependent and Independent variable
The dependent variable presented in this study was the number of alphabet identified
correctly without hesitation or uncertainty. Using the Alphabet made simple intervention, I
recorded the learned alphabet in a manner such as 9/20-A,a,B,b: thus specifying that on this day
the subject identified both lower and upper forms of 2 letters. Each day, the learned alphabet
from the day before is recalled for comprehension and the next alphabet is learned. The main
approach in this intervention is using the flashcards for three consecutive days and testing the
knowledge of the subject on the fourth day by comparing the number of alphabet identified
throughout the three days. Yet, the independent variable of the study was the use of the Alphabet
Recognition made simple intervention being tested on the three year old subject.

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Design

The design of the study was formulated according to the A-B design of the single-subject
design (Moeyaert et al., 2014) Therefore this design allows the researcher to effectively monitor
the important factors present in the study. The baseline data was collected for three days after
daycare, at the kitchen table, when no one was present. Therefore, as the knowledge of the
subject was tested, the alphabet identified was recorded each day.
Procedures
Primarily, it was important to establish a stable baseline for clarification of which
alphabet were already known. This step included gathering alphabet flashcards with both upper
and lower case letters without visual aids. The cards were shuffled and the subject was asked to
identify each letter within 3 seconds. If the subject identified the letter correctly, that particular
letter was placed in the known pile, while the unknown letters were placed in a separate pile.
Subsequently, the Alphabet Made Simple intervention is very similar but redundant and
multi-dimensional. This intervention focuses on several dimensions of teaching the alphabet, not
just allowing the subject to recognize the letter on flashcards. The Alphabet Made Simple
intervention includes 5 different components of teaching the alphabet. The first strategy is the
traditional way of revealing a flashcard, pronouncing the letter of the alphabet, allowing the
subject to repeat the letter, then pointing to the flashcard and asking the subject to identify the
letter. The second step includes a letter recognition page (Figure 1) displaying the letter being
taught in upper and lower case forms and a few other letters as well. The goal is to get the
subject to point to the letter being taught. Next, using the letter recognition page, the subject
must circle the same letter using a crayon. Then, the researcher test the knowledge of the subject

ALPHABET RECOGNITION

by including distractors. The researcher uses two small containers and displays letters on the
front and allows the subject to identify the letters. If the subject gives the correct response the
letter is placed in one container and incorrect responses are placed in the other. Finally, the
researchers shows flashcards displaying pictures and letters, which allows the subject to match
letters with words and pictures. Throughout the intervention the subjects progress was recorded
after each step.

Figure 1. Letter Recognition Page

Graphical Presentation

Effectiveness of Alphabet Made Simple

Intervention

Phase B

Phase A

Alphabet Identified

7
6
5
4
3
2
1
0
1

Days

Figure 2. Line graph representing baseline and intervention outcomes

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Assessing change and Drawing conclusions

The data was analyzed using the results of a line graph to determine if the Alphabet Made
Simple intervention was an effective way of teaching a four year old the alphabet. Figure 2
shows a significant impact on how effective the Alphabet Made Simple intervention was on the
subject. Within 5 days, the subject progressed from only knowing 3 alphabet to 7 alphabet. In
addition, not only can the subject efficiently identify these alphabet but he is also aware of at
least one word that begins with those particular letters of the alphabet. With the multidimensional approach used in this intervention, the subject was able to memorize the alphabet
quickly. Although the graph does not signify stability, the graph accurately presents the evidence
of the subjects progress increasing daily. However, although between day 6 and 7 there was a
slight decrease, the subject was very inattentive that day because he had friends over to play.
Therefore, the subject was not in the normal setting where no one was around, which may have
played a role in affecting his ability to identify the letters efficiently.
Thus, this intervention is very effective and can be very beneficial to many parents.
Alphabet Recognition Made Simple allows the subject to be interactive while learning and also
pushes for redundancy and learning the same information in various strategic methods.
Therefore, all five methods completed collectively result in steady progress for the subject.
Based on the results, this intervention will help me guide my clients in a multi-dimensional
approach in several stages to be certain that the client is progressing normally. Decisions can be
based on the overall progress of the intervention instead of one stage of the intervention. An
intervention with no alternatives cannot apply to everyone because each individual is different.
Advantages and Limitations

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In reference to the threat of validity, the source used does not include a sample size or
population. Therefore, the actual effectiveness of the intervention could be highly flawed
because the source does not specify exactly who the intervention was tested on. In addition, due
to the fact that the subject is a toddler, the behavior of the toddler for that day can definitely skew
the results of the intervention as well. Similarly, the one day that the subject had friends over, his
ability to identify a letter he had already mastered was skewed because he was not focused.
Alphabet Recognition Made Simple has much more positive aspects than limitations to the
actual effectiveness of this intervention. Collectively, this intervention sheds light on the important
fact that everyone learns differently. Those kids that are hands on learning may benefit from the
alphabet recognition page and the little activity using the containers to keep the subject motivated
to identify the letters correctly. In addition, this intervention offers kids the ability to move at their
own pace without being rushed. If a child can master 3 letters in one day then that is great, but for
some children one letter daily is just enough to master the alphabet effectively. The objective of
the intervention is to help the subject learn, memorize, and quickly identify the alphabet, from
which the results of my study portray excellent standings. However, the negative effects of this
intervention would be the period of time it takes for the subject to master all the alphabet. If the
subject masters one alphabet per day, it would take almost a month to learn the alphabet. But this
could also be a good thing for children who may not learn as fast as others.

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References

Dilorenzo, K., Rody, C., Bucholz, J., and Brady, M. (2011) Teaching letter-sound connections
with picture mnemonics:itchys alphabet and early decoding. Preventing School Failure,
55, 28-34.

Elwell, D., and Hamm, C. (1997). Improving student alphabet skills through the use of the
sunform alphabet system and supporting activities.

Huang, S., Clark, N., and Wedel, W. (2013). Teaching tips: The use of an iPad to promote
preschoolers' alphabet recognition and letter sound correspondence. Practically
Primary, 18(1), 24-26
Moeyaert, M., Ugille, M., Ferron, J. M., Onghena, P., Heyvaert, M., Beretvas, S. N., and Van
den Noortgate, W. (2014). Estimating intervention effects across different types of
single-subject experimental designs: empirical illustration. School Psychology Quarterly.
Advance online publication.
Neal, J., & Ehlert, D. (2007). Alphabet Recognition Made Simple. Intervention In School &
Clinic, 42(4), 243-247.

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Characteristics of a Superior, Good, and Basic Paper
Criteria
Timeliness

Critical Thinking

Style

Basic Paper
Submitted minutes
before due date/time or
submitted late; limited
self-initiative
Generally competent,
information is thin and
commonplace, focus
May not address the
topic, extensive use of
direct quotes from
literature without
analysis
Obvious grammatical
or stylistic errors; errors
interfere with content
(5 or more), grossly
negligent of page count.
Difficult to understand
due to writing taking
away from clarity.
Several inconsistencies
with APA and writing
guidelines

Good Paper
Submitted within a 24
hour period prior to due
date/time

Superior Paper
Submitted at least 24
hours prior to due
date/time; demonstrates
good self-initiative
Rich in content; full of
thought, insight and
analysis, well focused
arguments, cohesive,
use of paraphrasing
rather than direct
quotes from literature

Substantial
information; thought,
insight, and analysis
has taken place, some
weakness in focus and
cohesiveness, use of
direct quotes sparingly
from literature
Some grammatical or
Few grammatical or
stylistic errors (3 or
stylistic errors (2 or
more), incorrect page less), correct page count.
count. Some
Structure conforms to
awkwardly phrased
guidelines. Sources are
sentences and poor
cited correctly in text
transitions between
and on reference page.
paragraphs,
Excellent transitions
discrepancies in
from point to point.
citations
Paragraphs support solid
topic sentences