Present research on reading failure has not been able to determine whether it results from a single unitary deficit or from multiple causations. Diagnosis of reading failure is not a simple appraisal of a student's reading skills and abilities; rather, it is therapeutic in nature, always seeking to formulate more efficient means of improving reading ability. As for the type of instruction necessary, one may choose from any number of possible remedial strategies that can be used in combination or isolation to remediate word attack faults, comprehension faults, oral reading faults, and reading rate problems. To design an effective remedial reading program, one should keep in mind that remediation must (1) guarantee some degree of immediate, recognizable success; (2) teach to weakness through strengths; (3) clearly illustrate success to the student to foster motivation; (4) provide for transfer of learning to actual reading situations; (5) result in skill development; (6) provide a flexible, individual plan composed of appropriate learning activities; (7) abound in varied, high-interest, low-vocabulary materials; (8) be conducted in terms of established goals; and (9) have the cooperation of all professions. (HOD)