A study examined whether reading alphabet books to prekindergarten children increased their awareness of sounds spoken in words. Subjects, 42 mainly low-income African-American children (63% of whom were boys) in three intact prekindergarten classes in three public elementary schools in a small southeastern city, were administered three pretest and posttest instruments. Classes were given either traditional alphabet books, books that featured alphabet letters without providing example words, or picture storybooks of quality children's literature (the control group). Teachers read aloud one of the books daily over a period of 15 class days. Classroom observations indicated that all three teachers departed from the printed text to some degree, though they differed somewhat in their instructional dialogues. Quantitative results indicated that: (1) many of the children had little notion of books and how they were used; (2) all groups gained in knowledge of print conventions and letter recognition, but the treatment groups did not significantly differ in the amount of print knowledge and letter recognition they gained; and (3) all groups gained in sensitivity to the sound structure of spoken words, and the children in the conventional alphabet book reading condition outgained the alphabet only condition. Findings suggest limited support for the hypothesis that children's phonological awareness develops at least partly through exposure to alphabet books. (One table and one figure of data are included; 23 references, a list of books used in the classroom, and a test of onset-rime awareness are attached.) (RS)