To achieve its purpose, an initial teaching orthography (i.t.o.) should be as simple in form and substance as possible; it should be phonemic rather than phonetic. The 40 sounds distinguished by Pitmanic shorthand and some provision for schwa can serve as a basic code. The symbols can be derived from either of two major sources--standardizing the…

Eight approaches to the teaching of elementary reading are described briefly. The Executive Committee of the Department of Elementary-Kindergarten-Nursery Education of the National Education Association selected the approaches to be discussed. They include (1) Language Experience Approach by R. V. Allen, (2) Phonic Approach by Charles E. Wingo,…

The effects on written composition of two reading approaches--traditional orthography (TO) and the initial teaching alphabet (i.t.a.)--are compared. Two hundred and ninety-three first graders and 391 second graders, half of whom had learned reading with TO and half with i.t.a., were each asked to write two compositions. These essays were rated on…

The author explains that there does not exist one single method of teaching reading since there are different teaching styles and preferences of individual teachers; varied backgrounds, experiences, and abilities among children; and different school administration considerations. Five approaches for teaching reading are described. (1) The…

Evaluates some of the 100 different teaching approaches to beginning reading and reading theory. (Author/RB)

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

Contrasts the Initial Teaching Alphabet (ITA) with traditional orthography in classes for slow readers at the junior high school level. Reports that students using the ITA demonstrated statistically superior reading gains. (HOD)

AN INTERIM REPORT OF A 3-YEAR STUDY OF THE EFFECTIVENESS OF THE INITIAL TEACHING ALPHABET (ITA) AND THE PEABODY LANGUAGE DEVELOPMENT KITS (PLDK) WITH UNDERPRIVILEGED CHILDREN IN BEGINNING READING AND IN STIMULATING ORAL LANGUAGE AND VERBAL INTELLIGENCE IS PRESENTED. FIVE EXPERIMENTAL GROUPS AND ONE CONTROL GROUP WERE DERIVED FROM 17 CLASSES IN…

A COMPARISON OF THE INITIAL TEACHING ALPHABET AND THE TRADITIONAL ALPHABET IN FIRST-GRADE READING WAS CONDUCTED. SAMPLES WERE SELECTED FROM SEVEN ELEMENTARY SCHOOLS THAT WERE REPRESENTATIVE OF DIFFERING SOCIOECONOMIC STATUS. THE PUPILS WERE PAIRED INTO MATCHED GROUPS. AN EXPERIMENTAL GROUP WAS TAUGHT READING BY THE INITIAL TEACHING ALPHABET (ITA)…

The purpose of this investigation was to determine the relation among reading readiness achievement, three instructional programs in personal writing, and achievement in personal writing of first-grade children. The 140 white, middle class first graders participating in the study were taught in one of three programs: (1) the Initial Alphabet…

To test the effects of teaching inner-city black children to read in kindergarten and first grade through the initial teaching alphabet, i.t.a. and traditional orthography (TO) groups were compared on their comprehension of single words, short sentences, and related skills. At the first grade level, reading, writing, and oral language skills were…