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What Works Clearinghouse, 2007
The "Auditory Discrimination in Depth (ADD) Program[R]" (currently called the "Lindamood Phonemic Sequencing (LiPS) Program[R]") is designed to teach students skills to successfully decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth…
Descriptors: Grade 1, Reading Research, Phonemics, Reading Achievement
SHOHEN, SAMUEL S. – 1967
AN EXPERIMENTAL GROUP OF 461 CHILDREN WAS TAUGHT TO READ WITH THE INITIAL TEACHING ALPHABET (I/T/A) BEGINNING IN KINDERGARTEN AND WAS READING TRADITIONAL ORTHOGRAPHY (T/O) MATERIALS BY THE END OF THE SECOND GRADE. THE CONTROL GROUP INCLUDED 462 CHILDREN WHO WERE TAUGHT TRADITIONAL ORTHOGRAPHY IN A PROGRAM CENTERED AROUND CONVENTIONAL BASAL READING…
Descriptors: Beginning Reading, Grade 1, Grade 2, Initial Teaching Alphabet
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Speer, Olga B.; Lamb, George S. – Reading Teacher, 1976
Concludes that speed in identifying letters and graphonemes correlates highly with reading achievement. (RB)
Descriptors: Grade 1, Letters (Alphabet), Primary Education, Reading Ability
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DuBois, Jessie – Contemporary Education, 1971
Descriptors: Educational Research, Elementary Education, Grade 1, Initial Teaching Alphabet
Johnson, Ronald J. – 1970
The purpose of this investigation was to determine the effect on first-grade reading achievement of completing a program designed to teach the names of the letters of the alphabet before beginning formal reading instruction. Information was sought on the differential effect of this program on either boys or girls of different levels of…
Descriptors: Alphabets, Beginning Reading, Grade 1, Program Effectiveness
Burg, Dorothy Lee – 1971
Second-grade pupils who were taught reading in the first grade with the Initial Teaching Alphabet (i.t.a.) were compared with pupils who were taught reading with traditional orthography (TO). Seventy students from two schools in Moline, Illinois, were divided into a control group (using TO) and an experimental group (using i.t.a.) and were matched…
Descriptors: Basic Reading, Beginning Reading, Grade 1, Grade 2
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Williams, Joanna P.; Ackerman, Margaret D. – Journal of Educational Psychology, 1971
Descriptors: Discrimination Learning, Grade 1, Letters (Alphabet), Perception Tests
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Samuels, S. Jay – Reading Teacher, 1971
Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)
Descriptors: Alphabets, Auditory Discrimination, Beginning Reading, Behavioral Objectives
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Shapiro, Bernard J.; Willford, Robert E. – Reading Teacher, 1969
Descriptors: Beginning Reading, Comprehension, Grade 1, Initial Teaching Alphabet
Shapiro, Phyllis P.; Shapiro, Bernard J. – 1971
The effects on written composition of two reading approaches--traditional orthography (TO) and the initial teaching alphabet (i.t.a.)--are compared. Two hundred and ninety-three first graders and 391 second graders, half of whom had learned reading with TO and half with i.t.a., were each asked to write two compositions. These essays were rated on…
Descriptors: Conventional Instruction, Creative Writing, Grade 1, Grade 2
Carlo, Pauline – 1989
This study investigated the effect on word recognition of supplementing a beginning reading program with instruction in distinctive features of alphabet letters. Subjects, 11 first grade students in the experimental sample and 10 first grade students in the control sample in Short Hills, New Jersey, were administered a test of word recognition (20…
Descriptors: Beginning Reading, Distinctive Features (Language), Emergent Literacy, Grade 1
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Holmes, Jack A.; Rose, Ivan M. – Reading Teacher, 1969
Descriptors: Cognitive Development, Disadvantaged Youth, Grade 1, Initial Teaching Alphabet
Ho, Wai-Ching; And Others – 1972
To test the effects of teaching inner-city black children to read in kindergarten and first grade through the initial teaching alphabet, i.t.a. and traditional orthography (TO) groups were compared on their comprehension of single words, short sentences, and related skills. At the first grade level, reading, writing, and oral language skills were…
Descriptors: Black Students, Grade 1, Initial Teaching Alphabet, Kindergarten
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McNinch, George – Reading Research Quarterly, 1971
Suggests that preinstructional evaluation in the areas of mental age, auditory memory, letter names, and the use of context-auditory clues would aid in making predictive, diagnostic judgments as to later reading achievement. (VJ)
Descriptors: Auditory Discrimination, Auditory Perception, Cognitive Development, Context Clues
Adams, Harriet R. – 1978
The purpose of this study was to determine if the relationships among alphabet skills, auditory discrimination, and visual discrimination for five-year-olds prior to kindergarten were similar to those found in studies of subskills of first grade children. The sample consisted of 23 middle class nursery school children between the ages of 5.1 and…
Descriptors: Auditory Discrimination, Early Childhood Education, Early Experience, Grade 1
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