The success of remedial reading programs is often attributed to the teaching method used. This study was carried out to investigate the effect that motivation has on reading improvement following remediation. Through a group Word Recognition Test (Carver, 1970) the 32 most severely retarded readers in a large elementary school were selected and randomly placed in eight groups of four children each. The children were assigned to one of four discrete teaching methods for a period of 7 months. When word recognition tests were administered in January, May, and June, it was found that the total improvement made by each method was similar. The original average reading status of the subjects, which was -33 months, was reduced to approximately -3 months. A group of 30 next poorest readers from the same classes, who were administered the same tests throughout the time of the study, went from an average of -7 months to +3 months. The conclusion was reached that the reading improvement of the experimental group was not due to any single method used but to the atmosphere of approval and experience of success which altered the child's attitude and motivation. References are included. (DH)