The ability to recognize letter sounds is a crucial prerequisite for reading, which is a lifelong skill. The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcards and the Reading Mastery program to teach a six-year old girl letter sounds. The participant was a six year old boy in a self-contained Designed Instruction classroom for five, six, and seven year olds. A multiple baseline design across letter sounds was employed. The overall outcomes indicated that Direct Instruction flashcards paired with Reading Mastery was successful in teaching a child with PDD-NOS and cognitive delays to recognize letter sounds.
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