A study examined the reading experiences of students receiving remedial reading or resource room instruction in order to identify the similarities and differences in remedial reading instruction. Subjects, 78 students enrolled in remedial or resource room programs in six different elementary school districts in upstate New York, had their reading experiences coded as off-task, direct reading, indirect reading, other academic subject, management, waiting, or out of room. Results indicated that: (1) the reading experiences of students in resource and remedial programs were similar in many ways; (2) classroom and pullout reading instruction often placed comparable emphasis on phonics and comprehension activities; and (3) the time spent engaged in phonics and comprehension activities was modestly related to reading achievement. (Eight tables and five figures of data are included; 28 references are attached.) (RS)