Letter knowledge has been identified as a strong predictor of reading success (Ehri & Sweet, 1991). 

While teaching children letter names does not in itself result in success in learning to read (Jenkins, Bausell, & Jenkins, 1972), it can facilitate memory for the forms or shapes of letters and can serve as a mnemonic for letter-sound associations or phonics (Adams, 1990).

Understanding how the alphabet works is necessary but not sufficient. Children must use their spelling-sound knowledge in their own reading and writing: only through use will this knowledge become fluent and effortless. Where instruction systematically fosters such use, reading acquisition is accelerated and the incidence of failure is significantly reduced.

One of the best foundations for early reading success is familiarity with the letters of the alphabet. Children can learn alphabet songs, match pictures or objects with initial letters, play games with letters and sounds, and so on.

Children need to learn to recognize, name, and write letters.

Children need opportunities to learn about and manipulate the building blocks of written language. Knowledge of letters (graphemes) leads to success with learning to read. This includes the use, purpose, and function of letters.