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A small but significant portion of otherwise normal American children encounter major difficulties in learning to read when provided regular classroom reading instruction. These children (heretofore called remedial readers) and the special intervention programs designed to help them become better readers (heretofore called remedial reading) are the dual foci of this chapter. We offer a caveat, however: The fact that there exists a sizable number of children who have reading difficulties need not be interpreted as a negative reflection on the overall status of reading ability of American students. It is an irrefutable fact that children in Grades K–8 today read as well or better than children at any other time in the history of the United States (Berliner & Biddle, 1995; Farr, Fay, Myers, & Ginsberg, 1987; Kibby, 1993, 1995a, b). Even in the last 30 years—and in spite of the surfeit of negativity in the media—reading achievement has improved significantly for 9and 13-year olds (Campbell, Voekl, & Donahue, 1997). Further, although some studies find that the achievement of high school students since 1963 has not increased—indeed, has decreased slightly (Gates & MacGinitie, 1978; MacGinitie & MacGinitie, 1989)—the general conclusion from the NAEP data (Campbell et al., 1997) and an analysis of changes in median scores on the nation's major reading achievement tests (Linn, Graue, & Sanders, 1990) is that, even at the high school level, reading abilitiy has increased during this era.
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