The purpose of this study was to determine whether children learning to read in the initial teaching alphabet (i.t.a.) and traditional orthography (TO) differ in general attitudes toward reading, in fluency in written expression, and in reading vocabulary and comprehension at the end of their second-grade school experience. Further, this study attempted to determine if the effectiveness of an i.t.a. approach as compared to a TO approach relates to IQ. The sample consisted of 71 pupils who had learned to read using i.t.a. materials and 85 who had learned to read using materials printed in TO. The data were analyzed using the analysis of variance technique and the t-test. Some of the findings were: (1) no significant differences were found between the attitudes toward reading of children taught by i.t.a. and TO approaches; (2) IQ, sex, and socioeconomic status of the child did not appear related to his attitude toward reading whether he was taught by the i.t.a. or by the TO approach; (3) the i.t.a. approach on fluency of writing might be related selectively to the upper and lower IQ ranges; and (4) in vocabulary, the i.t.a. students exceeded the TO students at the .001 level of significance. (Author/WR)