A brief history and futuristic projection of children's readers. (Author)

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)

In order to determine the effect of grapheme-phoneme correspondence on beginning reading, word acquisition as related to the degree of regularity of the word was used as a measurement. Twenty children enrolled in a preschool project for culturally disadvantaged children at Peabody College were randomly assigned to two groups. One group used the…

A 2-YEAR STUDY OF THE ABILITY OF FIRST GRADERS TO LEARN TO READ USING THE "EARLY-TO-READ I/T/A/" SERIES WAS CONDUCTED. SIXTY-ONE FIRST GRADERS IN ROSE HILL ELEMENTARY SCHOOL, MUKILTEO, WASHINGTON, WERE RANDOMLY ASSIGNED TO AN EXPERIMENTAL GROUP USING THE I/T/A SERIES AND TO A CONTROL GROUP USING THE "GINN BASIC READERS." THREE…

To make this report more readable for teachers and still present all the data, it was compiled in two parts: (1) Report to Teachers and (2) Technical Report. The investigation was conducted (1) to compare the longitudinal effects of the initial teaching alphabet (i.t.a.) and traditional orthography (T.O.) beginning reading programs through and end…

AN INVESTIGATION OF TWO INSTRUCTIONAL METHODS FOR BEGINNING READERS WHICH OFFER PHONETIC REGULARITY WAS CONDUCTED AND THE EFFECTIVENESS OF EACH WAS THEN COMPARED TO A MORE TRADITIONAL READING APPROACH. THREE METHODS STUDIED AND COMPARED WERE (1) THE INITIAL TEACHING ALPHABET (ITA), (2) THE DIACRITICAL MARKING SYSTEM (DMS), AND (3) A BASAL APPROACH…

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…

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…

Eight approaches to the teaching of elementary reading are described briefly. The Executive Committee of the Department of Elementary-Kindergarten-Nursery Education of the National Education Association selected the approaches to be discussed. They include (1) Language Experience Approach by R. V. Allen, (2) Phonic Approach by Charles E. Wingo,…

The author explains that there does not exist one single method of teaching reading since there are different teaching styles and preferences of individual teachers; varied backgrounds, experiences, and abilities among children; and different school administration considerations. Five approaches for teaching reading are described. (1) The…

AN INTERIM REPORT OF A 3-YEAR STUDY OF THE EFFECTIVENESS OF THE INITIAL TEACHING ALPHABET (ITA) AND THE PEABODY LANGUAGE DEVELOPMENT KITS (PLDK) WITH UNDERPRIVILEGED CHILDREN IN BEGINNING READING AND IN STIMULATING ORAL LANGUAGE AND VERBAL INTELLIGENCE IS PRESENTED. FIVE EXPERIMENTAL GROUPS AND ONE CONTROL GROUP WERE DERIVED FROM 17 CLASSES IN…

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)