Remembering an initiative to read fears | education

I am a student training teacher living in Chiswick, London, in 1970 and we are the first people to buy one of the cottages near Green Primary School. The start of “gentrification” in place. Families at the other end of our road were transferred to time, or soon, war from the eastern end of London and worked at a local factory. They completely confuse the initial alphabetical teaching (ITA), want to help their children at school but not read themselves and deeply in the system and lack of understanding from school (The radio experiment 1960s that produces a new new alphabet – and left thousands of children who cannot be spelled, 6 July). They do not have the money to buy special additional reading books, which can be used at home.

ITA is a stupid experiment that is not related to people’s lives and, as written in your article, there are many negative long-term consequences for children. Children Learn to read a lot of different ways (read in breakfast cereal packages, and ITA deprives many children from using real world experience.
Harriet Gibson
Wezemberek-Oppem, Belgium

I am a student teacher in the 1960s when James Pitman, the inventor of ITA, came to the Bulmershe College reading to provide a lecture. He’s more insult then it’s not a way of early reading. It is intended to be an early recovery system to apply to what is known today 3. As always the case with the teachers of hope this is a magical solution.

I love to teach my kids to receive read, but only know that we know that children learn different ways and different ways should be applied. I am not surprised that the present emphasis “is not subject to the latest evidence”.
Janet Mansfield
Aspatria, Cumbria

The Creators of ITA and modern Purveyors of Phonics-School Phonics have no obvious truth about children: they are fluent and vocabulary and grammar in their native language. Any teacher in a second language tells you that it is exactly, learning thousands of words and complex grammar rules together, which need the orthentry of the owner.

So the reading teaching should start to know that kids are. Show a child in a picture of a woman, or a hat, and they tell you what it is. Prompted a picture, they also tell you that the woman’s plural is, without knowing the fact that the “or” of the sounds of the phonetic. Of course it is not to be taught, or in real children, phonographs.
Dave Hughes
Chelentenham, Gloucestershire

In your article about the experiment in the ITA, no one is mentioned in the ability to write stories when the phonetic alphabet is mastered. My oldest daughter was taught in this way in 1970. He began writing relaxation and imaginary stories when he was attracted to a prize from Lego at the age of five for the invention (and explanation) a unique machine. At the age of seven, he was angry with the revolutionary alphabet. His spelling remains wrong until the age of 11.
Patricia Mary Pressller
Solihull, West Midlands

One of the many errors in ITA so it is encoded receiving pronunciation and does not long for the accents in the region. Most UK people in UK can say “Castle”, for example, with a short “A”, but the word is written to a high “A”. Why the problem isn’t straight away.
Caroline Westgate
Hexham, Northumberland

After learning then to ita, I still remember the shock of discovery that I could never read. Can’t talk about humility told in front of the whole class of my new, traditional, school “U Cat” should be “a cat”. Even if it is not put in reading, there are lives outcome and 60 years ago I still can’t get in.
Last Night
Poole, Dorset