Use of the SEARCH/TEACH tutoring approach with middle-class students at risk for reading failure

168 kindergarten children (aged 63–80 mo), who were screened during kindergarten by SEARCH as at risk for reading failure, were assigned to either a TEACH, a perceptual remediation approach, or a phonetic tutoring approach in 1st grade. 57 matched control Ss had no intervention. Ss were assessed at the end of 1st and 2nd grades with the Stanford Diagnostic Reading Test, the Woodcock Reading Mastery Test, the Test of Written Spelling, and the Kaufman Assessment Battery for Children. The only significant finding was higher word attack scores for Ss in the phonetic tutoring group. Marginally at-risk Ss in the phonetic group appeared to have profited most from one-to-one tutoring, demonstrating significantly higher performance on word attack, phonetic analysis, and the test of written spelling. There was significantly lower academic performance for the at-risk Ss compared to the control Ss. (PsycINFO Database Record (c) 2018 APA, all rights reserved)