Concludes that those taught feature analysis did not excel in naming letters but did differ significantly in the kinds of errors made. (RB)

Teaching students how to read is one of the most important tasks in elementary schools. The majority of schools use published basal programs to teach students to read. Several published reviews have indicated that past editions of basal readers did not align with appropriate instruction for beginning level readers. In this study I reviewed five of…

Presents i.t.a. in a way that enables a teacher to learn the i.t.a. code individually and describes i.t.a. on the basis of American pronunciation. (TO)

Reports that kindergarten children were aided in learning to use the alphabet when additional cues to distinguish the letters were provided in the immediate letter background. (FL)

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)

Reports on a study that examined the preferences of kindergarten children for upper or lower case letters. Concludes that preference for letters may result from the development of an aesthetic sense. (FL)

Indicates that i.t.a. can be an effective tool in teaching bilingual Mexican-American children to read. (RB)

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)