Kirby, Leslie2018-07-112018-07-112018-07http://hdl.handle.net/11603/10981The purpose of this study was to determine the link between copying letters and letter recognition in pre-kindergarten. The DIG curriculum, by Dr. Jean Feldman (2015), was used in this study as an instruction guide and an assessment tool. Additional writing instruction was given to an experimental group as an intervention. Based on pre- and posttest results, copying letters had no significant impact on overall letter recognition.22 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate).Text