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)
Publication
The Elementary School Journal, 92(5), 573–586
Link to study
Year of Study
1992
Subject
Literacy
Program Evaluated
Phonetic Intervention Tutoring
Tutor Type
Teacher
Duration
2 years
Sample size
109
Grade Level(s)
1st Grade,
2nd Grade
Student-Tutor Ratio
1
Effect Size
0.12
Study Design
Student Randomized
Mantzicopoulos, P., Morrison, D., Stone, E., & Setrakian, W. (1992). Use of the SEARCH/TEACH tutoring approach with middle-class students at risk for reading failure. The Elementary School Journal, 92(5), 573–586. https://doi.org/10.1086/461707