The Initial Teaching Alphabet (ITA), a phonetic-based teaching system popularized in the 1970s, was designed to simplify early reading instruction. While it achieved its objective of helping young learners read more fluently, this experimental method left a lasting mark on participants’ spelling abilities. By examining its history, teaching principles, and long-term outcomes, we uncover how this well-intentioned method inadvertently created challenges for adult learners.
The Origins and Goals of the Initial Teaching Alphabet
Developed by Sir James Pitman in 1957, the Initial Teaching Alphabet was introduced as part of a literacy initiative to address early reading difficulties. It consisted of 44 characters, representing phonemes of spoken English, differing from the traditional 26-letter alphabet. The rationale was that by aligning written symbols with sounds, children could bypass irregular spellings and focus on phonetic comprehension.
By the 1960s and 1970s, ITA gained traction in schools across the UK and the US. It was heralded as a revolutionary approach to teaching literacy, especially for young learners or those with reading difficulties. However, its deviation from standard English orthography sparked debates about its long-term implications.
How ITA Simplified Reading But Complicated Spelling
While ITA eased the transition into reading, its reliance on phonetic spellings posed a problem. Students initially immersed in ITA were later required to switch to standard English spelling, often leading to confusion. For example, words like “school” were represented as “skool,” and “father” became “faather.” This phonetic accuracy created habits that were difficult to unlearn.
Research also highlighted the cognitive dissonance caused by transitioning from ITA to conventional spelling. A study on Britannica in the 1970s revealed that while ITA learners exhibited faster reading progress initially, they often lagged behind their peers in spelling accuracy as they matured. This discrepancy became more evident in adulthood, as former ITA students struggled with orthographic consistency.
Long-Term Effects on Adult Spelling Proficiency
For many students educated under ITA, the effects persisted into adulthood. Studies conducted decades later found that former ITA learners were more prone to spelling errors, particularly with irregular words. These challenges stemmed from their early association of phonetic spellings with written words, creating a mental “double system” of spelling rules.
In addition, linguistic experts argue that ITA’s emphasis on phonetics may have hindered learners’ ability to grasp the etymology and morphology of the English language. Unlike traditional spelling, which reflects historical and linguistic influences, ITA stripped words of these connections, potentially limiting deeper language understanding.
Lessons Learned from the ITA Experiment
The rise and fall of ITA offer crucial insights for educators and policymakers. While innovative teaching methods can address specific challenges, they may also produce unintended consequences. The ITA experiment underscores the importance of balancing innovation with long-term consistency, particularly in foundational subjects like literacy.
Modern educational systems continue to grapple with similar debates, such as the use of phonics-based teaching versus whole language approaches. By examining the legacy of ITA, educators can better anticipate the outcomes of experimental methods and design curricula that promote lifelong learning.
In conclusion, the Initial Teaching Alphabet remains a fascinating case study in educational innovation. While it succeeded in its goal of improving early reading skills, its long-term effects on spelling highlight the complexities of language learning. For today’s educators, it serves as a reminder that even the most well-intentioned methods must be carefully evaluated for their broader impact.
Read more about the history and impact of ITA on ITA on Wikipedia and other resources.
