This study compared the relative effectiveness of the Initial Teaching Alphabet (i. t. a.) program for teaching beginning reading with a matched program using traditional orthography (T. O.). Three waves of first grade students in ten predominately white elementary schools were randomly assigned to i. t. a. and T. O. classrooms. Summary evaluation carried out during the third grade on 861 students indicated no difference between i. t. a. and T. O. students in reading for comprehension, mathematics, or handwriting. The i. t. a. students, however, used more words and misspelled fewer words in their written compositions. The i. t. a. students also used more phrase modifiers, but overall did not use more different words. (Author)