A study was conducted to address the need for the public school system to provide an enriched curriculum for classroom teachers with "at-risk" students. It also examined whether students who had been exposed to a variety of supporting and related techniques of letter recognition through systematic instruction would be able to discriminate between the consonants b, d, and p of the alphabet. These letters were selected because they cause most of the problems for those students who have trouble with visual discrimination. The methods used for the instructional project were based on a multi-sensory approach which involved concrete objects. The major instructional area was teaching phonics. The five stages used in the project were: analysis, design, development, implementation, and evaluation. Learning activities were designed using the Instructional Systems Design process. The instruction guided 13 third grade students in Hempstead, Long Island, on how to differentiate the similar and different characteristics of the letters b, d, and p. Formative and summative evaluation techniques were utilized. Although none of the learners passed the pretest, results indicated that all of the learners passed the posttest. (Nine tables of data are included. Appendixes include: tasks, project planning, pretest, embedded test, performance checklist, revised performance checklist, posttest, questionnaires, materials developed for the project, lesson plans, entry behaviors test, and award of merit. Twenty references are attached.) (MG)