Abstract

Mastering the alphabet is a foundational step in learning to read; yet not all letters are equally easy for children to learn. This research brief explores the cognitive and perceptual factors that influence letter name and sound acquisition, including familiarity through personal relevance (e.g., letters in a child’s name), visual distinctiveness, memory accessibility, and confusability. It also examines how phonological characteristics of letter names affect sound learning, highlighting the fact that letters whose names begin with their sounds (e.g., B, D) are easier to learn than those with no phonetic connection (e.g., W, Q). Practical recommendations are offered for educators and parents, emphasizing targeted instruction on more challenging letters and the use of concrete, engaging activities to support alphabet learning. These insights contribute to more effective early literacy practices aligned with Science of Reading principles.

Comments

Grant Acknowledgement

This research brief was developed as part of the Lilly Endowment’s initiative for Advancing the Science of Reading in Indiana. We gratefully acknowledge the support of the Lilly Endowment and Purdue University’s College of Health and Human Sciences and College of Education in promoting evidence-based literacy practices across the state.

Keywords

Alphabet Learning, Letter Recognition, Phonological Awareness, Early Literacy, Science of Reading

Date of this Version

6-2025

DOI

10.5703/1288284317914

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