The Effect of Reading Method on Composition

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 length, vocabulary level, originality, emotional content, and overall communication, and the ratings of the i.t.a. and TO groups in both grades were compared. It was found that the first-grade i.t.a. essays were longer, on a more advanced vocabulary level, and more original than the TO group, but that there were no significant differences in the other ratings. In the second-grade group the differences between the i.t.a. and TO groups were not significant. The author points out that the rating scales might not have been appropriate for this particular sample and that a different scale of ratings might produce a different outcome. It was concluded that the causality of written behavior is more complex than simply the medium for beginning reading instruction. Tables and references are included. (AL)