This discussion asserts that there is no significant difference between traditional instruction and remedial/developmental instruction in improving the academic achievement of skill-deficient students. Because the cognitive style of each learner reflects how learning tasks are approached and completed, matching strategies are needed that deal with both the cognitive and affective aspects of the student's personality. Current research indicates that individualized programs for such students are more likely to improve performance. Rather than continuing study to prove that remediation is successful, concentrating research on the development of individualized teaching techniques is advocated. (MAI)