Lists criticisms and responses to the i.t.a. (MM)

Suggests that studying reading and reading instruction in other languages and other countries may help us better understand the processes of reading, and notes that there is a need for more college courses on the topic of comparative reading. (MKM)

Analyzes the Bullock commission's view on the methodology of beginning reading instruction with special reference to i.t.a. (RB)

Discusses the positive effects that can be gained from using the initial teaching alphabet in beginning reading instruction. (RB)

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

General comparisons are made between American and British reading instruction, and outstanding commonalities and differences between the two countries are emphasized. Both, for example, believe in the necessity for careful early instruction, and both believe in the importance of reading as a skill. Differences exist in attitudes toward learning to…

Notes that the Soviet Union has seen its own great debate about reading methods and that, in its most recent stage, linguistics and research have played a role. Reviews the development of reading instruction in that nation. (FL)

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)

Contains a historical view of decoding and discusses what it means for teachers of phonics. (RB)

Discusses four areas of reading research in which the results seem to collide with views held by practicing teachers and provides an explanation of the contradictions. (RB)

The review surveys published and unpublished reports of the use of the Initial Teaching Alphabet (i.t.a.) with several types of sensory handicaps. (Author/SBH)

Cognitive confusion is the common state of young persons in regard to concepts of units of writing. In the past 10 years, research has accumulated to show that all children pass through the important stage of initial cognitive confusion in learning to read. Children often confuse "writing" with "drawing,""letter" with "number," and so on.…

The British experiment with the Initial Teaching Alphabet was in its third year at the time of this report on the effectiveness of i.t.a. as a beginning reading program. Two groups of students were compared; one that started learning to read with i.t.a. and one that started with t.o. (traditional orthography). Reading and spelling tests were…