Two topics related to teaching reading are presented. The first reports findings of research on the initial teaching alphabet (i.t.a.). Between September, 1961, and April, 1963, four- and five-year-old children were introduced to the new medium in six termly intakes. Data on the first three groups to enter are reported. After 1 year of being taught by i.t.a., the Schonell Graded Reading Tests were administered to these groups and similar control traditional orthography (T.O.) classes. The total number of subjects reported on for i.t.a. was 594 and for T.O., 1,073. The results consistently showed overall superiority for the i.t.a. children. Findings of how i.t.a. children are superior to the T.O. children are listed, and possibilities are suggested for its use in remedial teaching. The second topic concerns correlates in the teaching of reading. Various handicaps in learning to read and effective communication are discussed, but special emphasis is given to the linguistically deprived child. Teaching of language is viewed as a primary objective, with the teaching of reading being secondary. It is recommended that this be considered when utilizing graphic arts as teaching aids, selecting the reading vocabulary, and planning future research. Tables and graphs are included. (DH)