Objective data on the relative frequency of occurrence of the multifarious phoneme-grapheme correspondences of English, which the author dealt with in an earlier book, Relative Frequency of English Spellings, are applied to the learning of reading. The target audience includes the educator, the textbook author/publisher, and the classroom teacher. The author aims at providing authentic data and practical suggestions for their use in mitigating the present impact of traditional orthography (T.O.). Historical background and present structure of English spelling as well as historical background and analysis of spelling reform are presented as background information. Initial teaching orthographies in general and in particular are discussed, with analyses and comparisons made on the initial teaching alphabet (i.t.a.) and World English Spelling (WES). Research on reading problems created by the irregularities of English spelling and the attempted detours was criticized, and recommendations were made for future research. Spellings of sounds, pronunciations of spellings, suggested criteria for a phonemic notation for English for general use, the case against spelling reform, and a transliteration guide from T.O. to WES in a form consistent with i.t.a. are included in the appendixes. (AW)