| Abstract: | This study attempted to examine the long range effects of ITA, four years after its inception as a method of beginning reading instruction. IQ and achievement data were collected for both ITA and conventional (TO) reading groups. With achievement test subscores at the end of grade four as the criterion variable, results of 2-way analysis of variance designs indicated significant differences between the reading groups in four of twelve comparisons. Compared with TO, the ITA group achieved significantly higher mean scores on measures of word meaning, average reading, word study skills, and science. Although there were no interactions of mental ability with reading method in any of the twelve analyses, reading scores increased as IQ level increased regardless of the reading method considered. |
