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. Pretests were the California Test of Mental Maturity, the Metropolitan Readiness Test, and the Bender Visual-Motor Gestalt Test. Posttests were the Bender Visual-Motor Gestalt Test, subtests from the Stanford Achievement Test, a writing sample, an informal attitude inventory, and the Standard Reading Inventory. There was a significant difference in achievement in favor of i.t.a. pupils in reading and spelling at both first and second grade levels. There was a significant difference in favor of i.t.a. at first grade level in the linguistic structure of writing samples, but no significant difference was found at second grade level. It was concluded that i.t.a. was a more effective medium for reading instruction, that it aids spelling achievement, and that it fosters more positive attitudes toward reading. (Author/DD)