Ten randomly picked children of prekindergarten age participated in a study that focused on whether feature analysis can be used as an aid in the recognition of the alphabet. The five children in the control group were introduced to the letters as a whole, while the five children in the experimental group were introduced to the whole letters but also were made aware of their distinctive characteristics. Care was taken not to present letters with similar distinctive features. The ten-minute instruction sessions took place tri-weekly. Frequent posttesting was employed and the number of trials it took each child to learn a letter was recorded. It was found that the children exposed to letter recognition instruction utilizing feature analysis benefited more than did children who had no distinctive feature training. (Author/TJ)