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)

Discusses a comparative study of three approaches used to minimize reading difficulties: words in color, the initial teaching alphabet, and the Lippincott Basic Reading Program. (SW)

FOR THE THIRD YEAR, THE FOLLOWING FOUR DIFFERENT METHODS OF TEACHING READING WERE CONTRASTED--(1) THE INITIAL TEACHING ALPHABET, (2) A PHONIC, FILMSTRIP, WHOLE-CLASS APPROACH, (3) A WHOLE-WORD, ECLECTIC BASAL READER METHOD, AND (4) THE PRECEDING APPROACH SUPPLEMENTED BY A PHONICS PROGRAM. SOME 400 FIRST-GRADE PUPILS WERE RANDOMLY ASSIGNED TO…

THE EFFECTIVENESS OF THREE APPROACHES TO TEACHING BEGINNING READING AND THE INFLUENCE OF AN ORAL LANGUAGE STIMULATION PROGRAM ON THE DEVELOPMENT OF DISADVANTAGED CHILDREN IS REPORTED IN THE FIRST-YEAR REPORT OF A 2-YEAR INTERVENTION STUDY. SUBJECTS WERE 608 FIRST-GRADE PUPILS FROM 12 ELEMENTARY SCHOOLS IN AN INNER-CITY AREA. THE THREE EXPERIMENTAL…

In discussing instructional approaches to reading, this book offers several definitions of reading and discusses teaching techniques, including early methods, the basal approach, and recent trends, among them the phonics approach, the linguistics approach, the language experience approach, the initial teaching alphabet, individualized reading,…

This study investigated (1) whether symbol-symbol correspondences are learned better when imbedded in whole words or when presented individually and (2) the effect of these two instructional methods on transfer from an experimental transitional writing system (TWS) to traditional orthography (TO). Thirty-five undergraduates were randomly assigned…

This publication contains pa ers contributed to the fifth Perspectives of Reading conference of the International Reading Association which focused on the teaching of beginning reading. The following approaches are described and evaluated: (1) individualized reading, (2) basal reading, (3) linguistic approach, (4) phonics approach, (5) new…

A status report on the use of the Initial Teaching Alphabet (i.t.a.) is presented by the i.t.a. Foundation, an independent, non-profit organization which conducts and supports i.t.a. programs and research. In reviewing the 70 studies which compare i.t.a. programs to traditional orthography (T.O.) programs, it has been found that two-thirds of the…

A study was conducted to determine the influence of a holistic versus a phonic approach in beginning reading on children's comprehension scores at the end of grade two. Two groups, each of approximately 350 students, were studied. Group one began reading instruction in first grade using the "Early-to-Read i.t.a. Program" (initial teaching…

THREE METHODS OF TEACHING READING, THE INITIAL TEACHING ALPHABET (ITA), THE DIACRITICAL MARKING SYSTEM (DMS), AND THE TRADITIONAL ORTHOGRAPHY (TO) METHOD WERE COMPARED IN 21 FIRST GRADES FOR THE THIRD YEAR. A FOLLOWUP STUDY WAS MADE OF THE NEW DMS GROUP FOR A SECOND YEAR. TWO HUNDRED NINETY-NINE STUDENTS OF AN ORIGINAL SAMPLE OF 393 STUDENTS WERE…

This study determined the effectiveness of the Initial Teaching Alphabet and Traditional Orthography on first and second grade pupils of normal and superior intelligence. The experimental i.t.a. group contained 44 first graders and 37 second graders, and the control traditional orthography groups had 43 first graders and 48 second graders.…