This study sought to determine if eight selected variables would discriminate between the remediated reading group and the not-remediated reading group of 1,224 learning disabled children involved in an individualized diagnostic reading program, in grades one to six. The Slosson Intelligence Test was administered prior to placement in the program. The Gray Oral Reading Tests were administered before and after the eight-month study. The relationships between reading growth and grade placement, sex, IQ, socioeconomic status, schools, and time spent in the program were also investigated. Discriminant analysis was used to determine which combination of variables were useful in the correct classification. Two variables, time (which was inversely related) and gain necessary to reach grade level, were discriminant factors in remediation. In an analysis of covariance applied to reading growth, significant effects were found for IQ, grade placement, schools, and the interaction between grade placement and sex. (Author/AA)