A component tryout of first-grade spelling was conducted using students who received concurrent reading instruction based on Southwest Regional Laboratory (SWRL) materials. Pretest and posttest measures obtained from four comparable first-grade classes were used as baseline data against which to judge program effectiveness. This report describes the results of the tryout of the first-grade spelling component. In most instances, weekly performance in tryout classes approximated or exceeded the 80 percent level. Posttest scores for tryout classes averaged 62 percent, 17 percent higher than the average of the comparison classes. The decline in performance from weekly test levels coupled with differences in performance on practice and transfer words suggests that the program's word attack procedures should be strengthened. Specific recommendations for improving these procedures are described, and suggestions are provided for modifying content, the word sequence, and teacher materials. (Author/LL)