ERIC Number: ED072409
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
The Relative Effectiveness of the Initial Teaching Alphabet and Traditional Orthography on Reading, Spelling and Writing Achievement of First and Second Grade Children.
Carner, Rebecca L.
This study determined the effectiveness of the Initial Teaching Alphabet and Traditional Orthography on first and second grade pupils of normal and superior intelligence. The experimental i.t.a. group contained 44 first graders and 37 second graders, and the control traditional orthography groups had 43 first graders and 48 second graders. Pretests were the California Test of Mental Maturity, the Metropolitan Readiness Test, and the Bender Visual-Motor Gestalt Test. Posttests were the Bender Visual-Motor Gestalt Test, subtests from the Stanford Achievement Test, a writing sample, an informal attitude inventory, and the Standard Reading Inventory. There was a significant difference in achievement in favor of i.t.a. pupils in reading and spelling at both first and second grade levels. There was a significant difference in favor of i.t.a. at first grade level in the linguistic structure of writing samples, but no significant difference was found at second grade level. It was concluded that i.t.a. was a more effective medium for reading instruction, that it aids spelling achievement, and that it fosters more positive attitudes toward reading. (Author/DD)
Descriptors: Grade 1, Grade 2, Initial Teaching Alphabet, Orthographic Symbols, Primary Education, Reading Achievement, Reading Instruction, Reading Research, Spelling Instruction, Student Attitudes, Teaching Methods, Writing Skills
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-12,875, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
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Note: Ed.D. Dissertation, University of Miami