A two year pilot project studied difficulties of kindergarten-primary children learning to read via materials printed in the Initial Teaching Alphabet (ITA) who, because of immaturity, late development, low ability, or inability to speak English, were expected to experience reading difficulty. Of 39 children in the first year of the study, 20 used ITA and 19 used traditional orthography (TO); however, the investigation was not designed to compare the relative values of ITA and TO as factors in instruction. During the second year of the study, the transition of the ITA-trained group to TO was observed. Conclusions of the experiment included: (1) despite ITA's simplification, reading difficulties remained for some children; (2) initial reading progress depends upon experiences, concepts, and language the child brings to school; (3) the method accompanying use of ITA is important; (4) the total approach used in introducing reading is the vital factor, not ITA itself; (5) for the children in the study, transition from ITA to TO in writing and spelling occurred gradually. (Author/RD)