Twelve kindergarten and 12 first-grade children with a high risk of failure in reading were identified using the Jansky-de Hirsch Screening Index; an equal number of potentially average readers were also selected. Strengths and weaknesses in areas related to success in reading were assessed using factor scores from the Jansky Diagnostic Battery. High-risk children at both levels and the normal kindergarten children were taught sets of ten regularly spelled words using four different instructional approaches. Recall of words was tested immediately following each training session and again 24 hours later. Results indicated that the diagnostic instrument provided a maturation-sensitive index of skills relevant to success in learning to read. No clear preference for an approach emerged for any one group. Prediction of response to the four methods of reading instruction from the factor scores was feasible, but effectiveness of prediction varied from group to group, as well as between the two recall conditions. (Author/AA)