This booklet describes the Urdu writing system, and is part of a series of teaching materials for teaching Urdu. A general introduction outlining the main characteristics of the system is followed by a presentation of the alphabet. Letters symbolizing the same sound are then discussed, followed by the vowels. Non-connectors, or letters not having…

This is an illustrated elementary alphabet workbook written in Gwich'in, an Athapascan language. For each letter, one or two words and drawings are given as illustration. The book is part of a series of instructional materials produced by the Alaska Native Language Center. (CLK)

This basic dictionary, consisting of two sections, Amharic-English and English-Amharic, is the first such dictionary written since 1920. Since there is a considerable lack of consistency in Amharic spelling, the Amharic orthography used here has been standardized through etymological studies. Whenever necessary, English expressions are given in…

The achievement of four groups of children as measured by the Stanford Achievement Test was compared at the end of the first, second, and third year of school. The four programs used were the initial teaching alphabet (i.t.a.), Words in Color (WIC), Phonetic Keys, and teacher-designed analytic programs. At the end of the first year there appeared…

This selective bibliography of over 175 children's books, most of which are annotated, lists fantasy, humor, and folk tales; collections, verse, songs, and Mother Goose stories; and inexpensive books; together with books dealing with children and families; animals; the city; "real things" and machines; and the ABC's and counting. An introduction…

This report on the Conference on Navajo Orthography, held in Albuquerque, New Mexico on May 2-3, 1969 constitutes a summary of the discussion and decisions of a meeting which was convened by the Center for Applied Linguistics under contract with the Bureau of Indian Affairs to agree on an orthography for the Navajo language. The immediate purpose…

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…

Each of the 71 lessons in this two-volume course in Tunisian Arabic begins with an initial dialog in Arabic with an English translation. (Arabic appears in phonemic transcription.) Grammar notes explain the points emphasized in the lesson; learning and practice drills follow each dialog. A simplified explanation of the sound system of Tunisian…

The present volume, containing lessons with practice and review exercises, offers a systematic presentation of the symbols of the International Phonetic Alphabet (IPA) most widely used as a simplified means of representing the pronunciation of General American English. The transcription symbols presented are those primarily employed by Kenyon and…

The Initial Teaching Alphabet (i.t.a.), devised by Sir James Pitman as a simplified alphabet for beginning readers, consists of 44 characters plus a set of rules for standard spellings of English words using these characters. The characters and rules are designed to ensure easy transition from i.t.a. to traditional orthography (T.O.). In September…

This dictionary is a companion to "Naval Terminology," developed by the Defense Language Institute and printed in 1971. Cyrillic script is used for the Russian terminology. Two main sections define naval terms from Russian to English and from English to Russian. A list of abbreviations concludes the text. (RL)

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…

Reports on a study to determine whether students of Chinese read faster when the text is written in characters than when written in Romanization. Results show reading efficiency as determined by speed and errors in translation to be greater with Romanization, while there is more overall accuracy with characters. (CLK)

Three experiments assessed the effect of visual familiarity of words on "same-different" reaction times (RTs) in a simultaneous-matching task. All three studies showed visual familiarity to be responsible for differences in slope over sequence length between words and nonwords. (Editor/RK)

Oral reading speeds for letters, words out of context, and simple text and reading achievement were measured in samples of children and adults. Results are used to discuss the nature and development of a general identification speed variable and an orthographic structure variable. (AA)