A practical orthography is presented for Kuuk Thaayorre, which is spoken by over 300 Aborigines in Australia. The phonemes in Thaayorre and the way they are symbolized in normal writing practice are presented. Frequent occurrence of six conventional digraphs for some Thaayorre consonants has given rise to complementary orthography as an initial…

AN EVALUATION OF THE I/T/A READING PROGRAM AT THE LAKEWOOD PUBLIC SCHOOLS CALLED FOR AN INVESTIGATION OF THE IMMEDIATE AND LONG TERM EFFECTS OF I/T/A INSTRUCTION IN READING AND VARIOUS AREAS OF LANGUAGE ARTS. AN EXPERIMENTAL GROUP OF 93 PUPILS WAS DIVIDED INTO TWO GROUPS, DEPENDING ON THE AMOUNT OF I/T/A INSTRUCTION GIVEN. ONE GROUP HAD 1 1/2…

Selected research studies dealing with linguistics and reading are reviewed under the following headings: (1) claims by linguists, (2) research on phoneme-grapheme correspondences, (3) research comparing linguistic approaches with basal reader approaches, (4) modified alphabets, and (5) syntax studies. It is concluded that the missing dimension in…

This bibliography cites periodicals, books, sections of books, and articles having to do with the initial teaching alphabet. Entries include American and European publications, most published since 1965. (CLK)

The purpose of this study was to investigate, with underprivileged first-grade children, the efficacy of the Initial Teaching Alphabet (i.t.a.) in teaching beginning reading and of the Peabody Language Development Kit (PLDK) in stimulating oral language and verbal intelligence. From 17 classes in nine schools, four groups, consisting of 100, 104,…

The purpose of this study was to investigate the effect of two methods of reading instruction on children's ability to write original compositions. The subjects for this study were 684 first and second graders. Of the 293 first grade children, 130 were receiving their reading instruction in i.t.a., while the remaining 163 children were working in…

Recent approaches and techniques of teaching reading are surveyed in this monograph in a series of the United Kingdom Reading Association. Books, kits, programed learning packages, and reading hardware such as tapes, typewriters, and films are described and evaluated for their usefulness to the classroom teacher. Four major philosophies of reading…

This longitudinal study compared the longterm effects of beginning reading instruction in traditional orthography (TO) and the initial teaching alphabet (i.t.a.) on two pupil populations comparable in intelligence, socioeconomic status, and preschool experience. Teacher and school factors were rigorously controlled. A continuous comparison of…

For student success in reading achievement, recognition needs must be met--each person desires to be recognized for things well done and for improvement over previous performances. This paper discusses how this can be done in the teaching of reading. The paper first enumerates and reports on selected past methods of reading instruction: initial…

The use of television as an aid for teaching the initial teaching alphabet is discussed with programing recommendations. (RK)

Study attempted to examine the long range effects of ITA. (MB)

Reprints an interview with the Director of the i.t.a. Foundation about the history of i.t.a. and plans for its continuing use in the United States. (MB)

FOR THE THIRD YEAR, THE FOLLOWING FOUR DIFFERENT METHODS OF TEACHING READING WERE CONTRASTED--(1) THE INITIAL TEACHING ALPHABET, (2) A PHONIC, FILMSTRIP, WHOLE-CLASS APPROACH, (3) A WHOLE-WORD, ECLECTIC BASAL READER METHOD, AND (4) THE PRECEDING APPROACH SUPPLEMENTED BY A PHONICS PROGRAM. SOME 400 FIRST-GRADE PUPILS WERE RANDOMLY ASSIGNED TO…

THIS DOCUMENT EXPLAINS FORTY PROJECTS OF THE CURRICULUM PROGRAMS, ORGANIZATIONAL PROGRAMS, PERSONNEL PROGRAMS, AND ADMINISTRATIVE PROGRAMS IN THE SCHOOL DISTRICT AT UNIVERSITY CITY, MISSOURI, DURING THE SCHOOL YEAR 1965-1966. LISTS OF THE CONSULTANTS, CONFERENCES ATTENDED, ADMINISTRATORS, AND RESOURCE PERSONNEL ARE PRESENTED. (JH)

A 2-YEAR LONGITUDINAL STUDY WAS CONDUCTED TO EVALUATE THE "EARLY-TO-READ I/T/A PROGRAM." THIRTY-FOUR PUPILS RAMDOMLY ASSIGNED TO ONE FIRST GRADE WERE TAUGHT USING THE "EARLY-TO-READ I/T/A SERIES," AND 26 PUPILS RANDOMLY ASSIGNED TO ANOTHER FIRST GRADE WERE TAUGHT USING THE "GINN BASIC READERS" AND TRADITIONAL…