This paper provides a rationale which rejects misinformation, assumptions, and biases as bases for decision making on the use of i.t.a. in teaching reading and writing to primary school children. A discussion is provided which questions the reality of professionalism in teacher-administrator populations as well as the reality of a concern for the…

Reports on a visual-auditory analysis of each of the 1575 e-ending words found on the "Rinsland Vocabulary List" to determine whether the e should be considered as a diacritic. (RB)

Discusses what studies of i.t.a. throughout the past eleven years have revealed for teachers and researchers in the field of reading. (TO)

Concludes that i.t.a taught first grade students demonstrate no negative achievements characteristics in reading, language arts factors, or spelling when compared to their T.O. counterparts in the 10th grade year on standardized tests of achievement. (RB)

This longitudinal study compared the longterm effects of beginning reading instruction in traditional orthography (TO) and the initial teaching alphabet (i.t.a.) on two pupil populations comparable in intelligence, socioeconomic status, and preschool experience. Teacher and school factors were rigorously controlled. A continuous comparison of…

Based on its use with first graders in Bethlehem, Pennsylvania, for an eleven year period, the Initial Teaching Alphabet (i.t.a.) appears to have a number of advantages for reading instruction. These years of research have indicated that the advantages of i.t.a. are that it permits the child to: advance more rapidly in reading and writing…