The way in which diagnostic reading test scores were used in planning a remedial program is examined in this report. Among the topics discussed are the administration of a diagnostic test in 13 Irish schools; the organization of a remedial program for students identified as having severe reading problems; weaknesses of diagnostic tests currently in use; the concept of profiling and cautions to be considered in developing profiles; and the use of Rasch-Wright procedures, which were used in extensive analysis and calibration of the items on the diagnostic test. To show the types of analyses made and the types of information incorporated into the remedial program, an individual student's scores on the diagnostic test are reported for such categories as knowledge of homophones and prefixes. It is noted that students' involvement in focusing on individual items provided a sense of purpose and contributed to the success of the remedial program. (GW)