APPROACHING i.t.a. RESULTS WITH CAUTION

Abstract

IN SEPTEMBER 1961 a large scale experiment into the use of i.t.a for teaching the beginnings of reading was begun in England by the Reading Research Unit of London University. Since then, published accounts of the progress made, reports from the headteachers of the schools concerned, as well as personal observations by the writer, seem to indicate that the children in the experimental groups learned to read earlier, faster, and more easily than children of the same age who are taught in normal classrooms, using other approaches.