A study examined the effects of daily journal writing on kindergarten children's phonics acquisition. At St. Joseph School in Carteret, New Jersey, 21 kindergartners kept daily journals in addition to normal classroom instruction over a period of 4 months, while the 20 kindergartners in another class received only the normal classroom phonics instruction. Students were grouped heterogeneously. The curriculum, pace and methods of instruction were the same for both classes. At the end of that time, both samples were tested in phonemic awareness of consonants and letter-sound correspondence; results were compared and analyzed. Findings suggest that no significant difference was found between daily journal writing and phonics skill acquisition in kindergarten children. The failure to find a significant relationship between daily journal writing and phonics skills in kindergartners suggests that more research needs to be done to determine the effects, if any, of journal writing on other areas of achievement. (Contains related research and 37 references; test scores are appended.) (Author/CR)