REPORTS ON THE EFFECTIVENESS OF THE INITIAL TEACHING ALPHABET (I.T.A.) FOR INSTRUCTION IN BEGINNING READING SHOULD BE CONSIDERED WITH CAUTION. SINCE NO DETAILED DESCRIPTION OF THE EXPERIMENTAL DESIGNS USED IS AVAILABLE, EDUCATORS FAIL TO ASSESS RESULTS OBJECTIVELY AND ARE MISLED BY DRAMATIC GAINS WHICH REFER TO SPECIAL CONDITIONS. HAWTHORNE EFFECTS OR THE EFFECTS OF AN AWARENESS OF BEING OBSERVED ARE LIKELY TO BE PRESENT IN BOTH EXPERIMENTAL AND CONTROL GROUPS. IT IS SUGGESTED THAT UNLESS I.T.A. EXPERIMENTAL DESIGNS HAVE MORE THAN ONE EXPERIMENTAL GROUP AND HAVE A CONTROL GROUP THAT CONTINUES WITH ITS NORMAL ACTIVITIES AND IS UNAWARE OF BEING A PART OF THE TOTAL EXPERIMENT, RESULTS WILL MERELY INDICATE THAT READING GAINS INCREASE WHEN A READING DRIVE IS IN EFFECT. THIS ARTICLE APPEARED IN THE "READING RESEARCH QUARTERLY," VOLUME 1, NUMBER 3, SPRING 1966. (NS)