Abstract
Abstract Fifty‐two Mexican‐American bilingual fourth graders, twenty‐six who were initially instructed via the Initial Teaching Alphabet and twenty‐six who were taught using traditional orthography, were tested on a variety of reading achievement tests. The children from the i.t.a. group scored significantly higher on all tests, including their reading grade level, than the T.O. group. Some reasons for the success of i.t.a. with Mexican‐American children are given.
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