THE IMPACT OF I/T/A ON LOW‐LEVEL READERS IN THE JUNIOR HIGH SCHOOL |
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| Authors: | Philip Langer Donald E Carline Jill Slansky |
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| Institution: | 1. School of Education, University of Colorado , Boulder, Colorado;2. College of Idaho , Caldwell, Idaho |
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| Abstract: | The Initial Teaching Alphabet was contrasted with traditional orthography in remediation classes for slow readers at the junior high school level. Using the Iowa Test scales as the measure of achievement, the Initial Teaching Alphabet group demonstrated statistically superior gains. Differences in motivation and attitude were ruled out as major contributors. The Initial Teaching Alphabet potential as a remediation technique for higher grade levels appears to be dependent upon curriculum standardization and teacher preparation. |
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