Consistently, for the past century, studies report reasonably high correlations between letter name knowledge and reading. They vary a bit from study to study depending on how early the letter knowledge is assessed, the outcome prediction (word reading or comprehension), and when the outcome is gauged (kindergarten, first grade, second grade. later).

Today I thought I’d put some meat on the bone; adding some details that might help readers to grasp the implications of a scientific or research-based approach to reading.