Collection and evaluation, using both measurement and judgment techniques, of the available evidence relating to the use of i/t/a as a means of beginning reading with children between the ages of 5 and 7 were presented. The specific terms of reference were threefold: (1) to evaluate published research material on i/t/a from both Great Britain and the United States; (2) to collect and evaluate the views of teachers and other knowledgeable people who had been closely connected with i/t/a in practice; and (3) to suggest further research projects connected with i/t/a. Conclusions drawn from the research evidence were similar to those drawn from the verbal evidence, obtained by interviewing nearly 400 people and visiting 46 schools, observing hundreds of children and talking to them and their teachers. There were mainly favorable impressions of i/t/a as related to reading, spelling, and writing improvements. However, recommendations for large-scale experiments, comparing the results of different beginning reading approaches, including i/t/a; further fundamental research into the early stages of learning to read; and production of more useful tests of early reading ability were made. References are included. (CL)