Editing Initial Teaching Alphabet

{{short description|Aid for teaching English reading}}
{{More footnotes needed|date=August 2010}}
The '''Initial Teaching Alphabet''' ('''ITA''' or '''i.t.a.''') is a variant of the [[Latin alphabet]] developed by Sir [[James Pitman]] (the grandson of Sir [[Isaac Pitman]], inventor of a system of shorthand) in the early 1960s. It was not intended to be a strictly phonetic transcription of English sounds, or a [[English-language spelling reform|spelling reform for English]] as such, but instead a practical simplified writing system which could be used to teach English-speaking children to read more easily than can be done with traditional [[orthography]]. After children had learned to read using ITA, they would then eventually move on to learn standard English spelling. Although it achieved a certain degree of popularity in the 1960s, it has fallen out of use since the 1970s.

==Details==
The ITA originally had 43 symbols, which was expanded to 44, then 45. Each symbol predominantly represented a single English sound (including [[affricate]]s and [[diphthong]]s), but there were complications due to the desire to avoid making the ITA needlessly different from standard English spelling (which would make the transition from the ITA to standard spelling more difficult), and in order to neutrally represent several English pronunciations or dialects. In particular, there was no separate ITA symbol for the English unstressed [[schwa]] sound {{IPA|[ə]}}, and schwa was written with the same letters used to write full vowel sounds. There were also several different ways of writing unstressed {{IPA|[ɪ]}}/{{IPA|[i]}} and consonants palatalized to {{IPA|[tʃ]}}, {{IPA|[dʒ]}}, {{IPA|[ʃ]}}, {{IPA|[ʒ]}} by suffixes. Consonants written by double letters or "ck", "tch" etc. sequences in standard spelling were written with multiple symbols in the ITA.

The ITA symbol set includes joined letters ([[typographical ligature]]s) to replace the two-letter [[digraph (orthography)|digraphs]] "wh", "sh", and "ch" of conventional writing, and also ligatures for most of the [[long vowel]]s. There are two distinct ligatures for the [[voice (phonetics)|voiced]] and [[unvoiced]] "th" sounds in English, and a special merged letter for "ng" resembling [[eng (letter)|ŋ]] with a loop. There is a variant of the "r" to end syllables, which is silent in [[non-rhotic accents]] like [[Received Pronunciation]] but not in rhotic accents like [[General American]] and [[Scots English]] (this was the 44th symbol added to the ITA).

There are two English sounds which each have more than one ITA letter whose main function is to write them. So whether the sound {{IPA|[k]}} is written with the letters "c" or "k" in ITA depends on the way the sound is written in standard English spelling, as also whether the sound {{IPA|[z]}} is written with the ordinary "z" letter or with a special backwards "z" letter (which replaces the "s" of standard spelling where it represents a voiced sound, and which visually resembles an angular form of the letter "s"). The backwards "z" occurs prominently in many plural forms of nouns and third-person singular present forms of verbs (including ''is'').

Each of the ITA letters has a name, the pronunciation of which includes the sound that the character stands for. For example, the name of the backwards "z" letter is "zess".

A special [[typeface]] was created for the ITA, whose characters were all [[lower case]] (its letter forms were based on [[Didone (typography)|Didone types]] such as [[Computer Modern|Monotype Modern]] and [[Century Schoolbook]]). Where capital letters are used in standard spelling, the ITA simply used larger versions of the same lower-case characters. The following chart shows the letters of the 44-character version of the ITA, with the main pronunciation of each letter indicated by symbols of the [[International Phonetic Alphabet]] beneath:

[[File:Initial Teaching Alphabet ITA chart.svg|frame|center|Basic ITA chart]]

Note that "d" is made more distinctively different from "b" than is usual in standard typefaces.

Later a 45th symbol was added to accommodate accent variation, a form of [[diaphoneme|diaphonemic]] writing. In the original set, a "hook a" or "two-storey a" (a) was used for the vowel in "cat" ([[lexical set]] {{Smallcaps|trap}}), and a "round a" or "one-storey a" (ɑ) for the sound in "father" (lexical set {{Smallcaps|palm}}). But lexical set {{Smallcaps|bath}} (words such as "rather", "dance", and "half") patterns with {{Smallcaps|palm}} in some accents including Received Pronunciation, but with {{Smallcaps|trap}} in others including General American. So a new character, the "half-hook a", was devised, to avoid the necessity of producing separate instructional materials for speakers of different accents.

[[File:ITA-Half-hook-a.svg|thumb|right|The half-hook a, not shown in the diagram above.]]

A series of international ITA conferences were held, the fourth being in Montreal in 1967.<ref>{{cite book |last1=Block |first1=J.R. |title=i.t.a As a Language Arts Medium |date=1967 |publisher=i.t.a. Foundation |url=https://files.eric.ed.gov/fulltext/ED047903.pdf}}</ref>

==Decline==
Any advantage of the ITA in making it easier for children to learn to read English was often offset by some children not being able to effectively transfer their ITA-reading skills to reading standard English orthography, or being generally confused by having to deal with two alphabets in their early years of reading. Certain alternative methods (such as associating sounds with colours, so that for example when the letter "c" writes a {{IPA|[k]}} sound it would be coloured with the same colour as the letter "k", but when "c" writes an {{IPA|[s]}} sound it could be coloured like "s", as in [[Words in Colour]] and Colour Story Reading<ref>{{Citation|author=J. K. Jones|date=1967|title=Colour Story Reading|location=London|publisher=Nelson}}</ref>) were found to have some of the advantages of the ITA without most of the disadvantages.<ref>
{{Cite journal|author=J. K. Jones|date=1968|title=Comparing i.t.a. with Colour Story Reading|journal=Educational Research|volume=10|issue=3|page=22 |doi=10.1080/0013188680100308}}</ref><ref>
{{Cite conference|author=J. K. Jones|chapter=Interim results in the Colour Story reading experiment|editor=J. C. Daniels|title=Reading: Problems and Perspectives|conference=Nottingham Reading Study Conference 1967|location=Stockport|publisher=United Kingdom Reading Association|year=1970|oclc=1110403098}}</ref>  Though the ITA was not originally intended to dictate one particular approach to teaching reading, it was often identified with [[phonics]] methods, and after the 1960s, the pendulum of educational theory swung away from phonics. The ITA was very rarely used by the 1970s.<ref name="e255">{{cite book | last=Sassoon | first=Rosemary | title=Handwriting of the Twentieth Century | publisher=Psychology Press| year=1999 | isbn=0-415-17882-7 | url=https://books.google.com/books?id=iraShWPHteAC&pg=PA132 | access-date=2024-06-20 | page=132}}</ref>

The ITA remains of interest in discussions about possible [[English language spelling reform|reforms of English spelling]].<ref>''Writing Systems'' by [[Geoffrey Sampson]] {{ISBN|0-8047-1756-7}} (Stanford University Press, 1985), p. 196</ref> There have been attempts to apply the ITA using only characters which can be found on the [[typewriter]] keyboard<ref>For a proposal by [[Edward Rondthaler]], see ''The Visible Word'' by Herbert Spencer (second edition 1969, {{ISBN|0-8038-7733-1}}), p. 79</ref> or in the basic [[ASCII]] [[character set]], to avoid the use of special symbols.

{| class="wikitable"
|+Rondthaler's proposal in The Visible Word
!colspan=11|Consonants
|-
! b || c || d || f || ɡ || h || j || k || l|| m || n
|-
| /b/ || /k/ || /d/ || /f/ || /ɡ/ || /h/ || /dʒ/ || /k/ || /l/ || /m/ || /n/
|-
! ng || p || r || s || t || v || w || y || z || zh
|-
| /ŋ/ || /p/ || /r/ || /s/ || /t/ || /v/ || /w/ || /j/ || /z/ || /ʒ/
|-
!colspan=5|Joined consonants || colspan=6|Short vowels
|-
! ch || sh || ht || th || wh || a || e || i || o || u || oo
|-
| /tʃ/ || /ʃ/ || /θ/ || /ð/ || /ʍ/ || /æ/ || /ɛ/ || /ɪ/ || /ɒ/ || /ʌ/ || /ʊ/
|-
!colspan=11|Long vowels/diphthongs
|-
! ah || ae || au || ee || oe || ooo || ue || ie || oi || ou 
|-
| /ɑː/ || /eɪ/ || /ɔː/ || /iː/ || /oʊ/ || /uː/ || /juː/ || /aɪ/ || /ɔɪ/ || /aʊ/ 
|}

==See also==
* [[Initial sound table]]
* [[International Phonetic Alphabet]]
* [[Inventive spelling]]
* [[Phonics]]
* [[Shavian alphabet]]
* [[Unifon]]

==References==
*''Evaluating the Initial Teaching Alphabet: A Study of the Influence of English Orthography in Learning to Read and Write'' by John Downing and William Latham (1967). {{oclc|457399}}
<references/>

==External links==
* {{cite news |url=http://news.bbc.co.uk/1/hi/uk/1523708.stm |title=Educashunal lunacie or wizdom? |work=[[BBC News Online]] |date=5 September 2001 |access-date=31 December 2014 }}
* {{cite web |url=http://www.omniglot.com/writing/ita.htm |title=Pitman Initial Teaching Alphabet (i.t.a.) |work=[[Omniglot]] |access-date=31 December 2014 }}
* {{cite web |url=http://itafoundation.org/ |title=Initial Teaching Alphabet Foundation |work={{ill|Initial Teaching Alphabet Foundation|label=ITA Foundation|qid=Q30272239|s=1|v=sup}} |access-date=23 May 2021 }}
* {{cite web |url= https://hansard.parliament.uk/Commons/1949-03-11/debates/78cbc532-f537-4a1a-b80f-e5946c4b788f/SpellingReformBill |title=Spelling Reform Bill Volume 462: defeated on 2nd reading on Friday 11 March 1949 |work=[[Hansard]] |access-date=23 May 2021 }}
* {{cite web |url= https://hansard.parliament.uk/Commons/1953-02-27/debates/315da5f5-dae3-44fd-93bd-8c15a87bac5c/SimplifiedSpellingBill |title=Simplified Spelling Bill Volume 511: passed for 2nd reading on Friday 27 February 1953 |work=[[Hansard]] |access-date=23 May 2021 }}
* [https://www.unicode.org/L2/L2022/22286-initial-teaching-alpha.pdf "Proposal to Encode Latin characters for Initial Teaching Alphabet"]

[[Category:Phonics]]
[[Category:Phonetic alphabets]]
[[Category:Learning]]
[[Category:Reading (process)]]