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Direct linkScanlon, Donna M.; Anderson, Kimberly L. – Reading Research Quarterly, 2020
Recently, there has been growing concern about how to most effectively support the literacy development of beginning and struggling readers with regard to helping them learn to effortlessly identify the huge number of words that proficient readers ultimately learn to read with automaticity. Some, noting the critical importance of phonics…
Descriptors: Reading Research, Reading Difficulties, Word Recognition, Reading Instruction
Peer reviewedFitzgerald, 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
Peer reviewedHaber, Ralph Norman; Haber, Lyn R. – Visible Language, 1981
Reviews work on three areas of visual information that are available to readers: information provided by the conventional arrangements of the print on the page, by the features of each letter, and by the shapes of entire words. (HOD)
Descriptors: Cognitive Processes, Connected Discourse, Layout (Publications), Letters (Alphabet)
Peer reviewedYaden, David B., Jr. – Journal of Reading, 1982
Presents contrasting evidence on the rate of letter identification. (AEA)
Descriptors: Cognitive Processes, Identification, Letters (Alphabet), Reading Processes
Peer reviewedDowning, John – Reading World, 1979
Suggests that the initial teaching alphabet has been demonstrated to be an effective tool in teaching reading to bilingual students and to students with reading and cognitive disabilities. (TJ)
Descriptors: Bilingual Students, Cognitive Development, Disadvantaged, Elementary Education
Peer reviewedDowning, John – Reading, 1977
Discusses the hazards that the English language contains for children learning to read, reports the Bullock Report's recommendation to judge I.T.A. on its merits, and describes research findings suggesting that the probability of reading failure is considerably greater when T.O. is used than when I.T.A. is used. (GT)
Descriptors: Beginning Reading, Foreign Countries, Initial Teaching Alphabet, Phoneme Grapheme Correspondence
Download full textSheridan, E. Marcia – 1979
The history of three non-Latin based orthographies--Chinese, Japanese, and Korean--is reviewed in this paper. The characteristics of the three orthographies are examined regarding the ease of learning to read with these varied symbol systems. Attention is given to the incidence of reading disability in different orthographies, and research is…
Descriptors: Alphabets, Asian Studies, Beginning Reading, Chinese
Peer reviewedTzeng, Ovid J. L.; Singer, Harry – Reading Research Quarterly, 1978
Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)
Descriptors: Alphabets, Beginning Reading, Comparative Education, Elementary Education
Peer reviewedSteinberg, Danny D.; Yamada, Jun – Reading Research Quarterly, 1978
Offers a rebuttal to Tzeng and Singer's criticism of the authors' study of the ease of learning to read the different Japanese scripts. States that the symbols and words were taught in the ordinary situation in which they are learned. (MKM)
Descriptors: Alphabets, Beginning Reading, Comparative Education, Elementary Education
