Constructivism refers to a collection of educational practices that are student-focused, meaning-based, process-oriented, interactive, and responsive to student personal interests and needs. In contrast, instructionism refers to a collection of educational practices that are teacher-focused, skill-based, product-oriented, non-interactive, and highly prescribed. In the context of reading instruction, constructivist theoretical assumptions are reflected in whole language learning; instructionist theoretical assumptions are manifest in remedial reading. Constructivist remediation is teacher-controlled and skill-directed instruction delivered in a context that is personally meaningful to students. Both constructivist and instructionist assumptions are acknowledged and combined to provide the foundation upon which specific skill deficits are identified and corrected in meaningful context. Constructivist remediation is conceptualized and presented in terms of seven critical elements that are integrated and interdependent. Core skills remediation in 1) phonological processing, 2) sight word vocabulary, and 3) reading comprehension, based upon 4) authentic individual student assessment, are taught in instructional contexts made meaningful by 5) whole pieces of literature, 6) integration of literacy and language development, and 7) enhanced student motivation through self-selected, functional learning activities.