Goal: Compare the effects of TeachTown Basics with traditional
teaching practices on the rate of alphabet letter
Setting: Inclusive early childhood classroom in a public elementary
school that received Title I funds in a small urban setting in
southeastern United States. The study took place before
and after lunch during “free choice centers.”
Student Participants: Six children ages 3 to 5 years.
Three multi-racial and three White.
Five students were classified with developmental delay and
one had a referral for a special education evaluation.
Teacher Participants: One teacher with dual certification in early childhood and
early childhood special education and 3 years experience
working with preschoolers.
Design: An alternating treatment single case design combined with
a pretest-posttest comparison to compare the rate of
acquisition of uppercase letter knowledge between
TeachTown Basics and traditional teaching practices.