Neuropsychological research can provide a basis for learning how to interpret test data to help solve the problem of how to teach children who fail to read. Insights from brain research can be joined with diagnostic efforts and cognitive, language-based models of reading processes in order to move toward individual assessment and away from "group" or "subtype" classifications. Individual case studies are a promising research strategy for researchers and practitioners who attempt to blend neuropsychology with efforts in remedial reading, but additional research methodologies using advanced psychological measures that link psychological behaviors to organic brain functioning need to be employed as well. A case study demonstrated the dependence of diagnostic processes, remedial strategies, and the outcome on a reading specialist's understanding of how the brain contributes to reading and how this knowledge can be used in remediation. A remedial reading program was designed for the subject of the case study, a third-grader reading at the 1.5 grade level, based on his performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and various qualitative neuropsychological measures. The subject's reading level increased almost 3 years in 3 months of intervention, and his reading fluency and confidence increased. (Two figures are included and 36 references are attached.) (RS)