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)

Discusses what studies of i.t.a. throughout the past eleven years have revealed for teachers and researchers in the field of reading. (TO)

Report of the discussion "Histoire et structure de l'orthographe francaise" (History and Structure of French Spelling), January 12-13, 1973; special issue on orthography. (DD)

See FL 502 583 for the first part of this article. (RS)

In one Oswego, New York school, a study showed no significant differences in spelling or spontaneous writing for children taught different alphabets in beginning reading. (DR)

Points out that i.t.a. is not without inconsistency and that the central difficulty lies with the schwa sound. The teaching of high frequency words containing the schwa (the, a) as exceptions seems advisable. Tables and bibliography. (RW)

Offers guidelines for helping children produce their own alphabet books. (FL)

Computer programs to protect a home computer from tampering by a preschool child, while at the same time providing practice for the child in character and shape recognition, are given. (TG)

Small graphic changes made in normal letters of the alphabet changed the similarity relations among those letters. Children and adults classified letters of this distinctive font faster and with fewer errors than they did normal letters. Relations between letters in the stimulus set determined how difficult any particular letter was to classify.…

Many students learn the English alphabet, but cannot spell in English. A series of suggestions are made regarding the early introduction of spelling and how to improve the ability to spell. (Text is in German.) (IFS/WGA)