In early school years, children must learn letters; what constitutes effective teaching is still uncertain. In this study, we assessed the impact of a teacher-implemented visuo-motor intervention program to teach 5-year-olds' cursive letter knowledge. We compared a program in which letters were explored with the arm and whole body, with a typical visual training program. Children were tested before and after the intervention with different measures of letter knowledge. We showed a greater improvement in letter recognition following the visuo-motor intervention, compared to the visual intervention. Results were mixed for letter handwriting: higher scores on stroke direction and overall quality, but lower scores on fluency following visuo-motor teaching. We discuss these results in terms of the link between action and perception, the interaction between the different components of letter knowledge, and the link between fine and gross motor development and handwriting.