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I/T/A/: What Happened to It?
Peer reviewed Peer reviewed
Fitzgerald, Gisela G. – Reading Improvement, 1981
Reviews the research on the initial teaching alphabet (i/t/a), the sources of conflict and misunderstanding involving its use, and its future in reading instruction. (FL)
Descriptors: Beginning Reading, Initial Teaching Alphabet, Literature Reviews, Phonics
Letter-Name Knowledge as a Prerequisite to Learning to Read
Peer reviewed Peer reviewed
Chisholm, Diane; Knafle, June – Reading Improvement, 1978
Supports the view that letter-name knowledge aids the child in learning to read. (RL)
Descriptors: Beginning Reading, Grade 1, Graphemes, Letters (Alphabet)
Number Knowledge for Prediction of Specific Reading Skills and Achievement in First Graders.
Peer reviewed Peer reviewed
Dermott, R. Allan; And Others – Reading Improvement, 1980
Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)
Descriptors: Grade 1, Letters (Alphabet), Number Concepts, Phonics
The Initial Teaching Alphabet as a Teaching Strategy with Moderately Handicapped Young Children.
Peer reviewed Peer reviewed
Brinkman, Erwin H.; Sutton, Ruth H. – Reading Improvement, 1978
First graders taught with the initial teaching alphabet showed superior word recognition when compared with matched subjects taught in the traditional English alphabet instructional format. Retesting in third grade showed no significant differences between the groups, but indicated that auditory memory affected reading performance in both…
Descriptors: Auditory Perception, Beginning Reading, Comparative Analysis, Initial Teaching Alphabet