The university curriculum leans heavily upon reading for a major way of learning in almost all academic disciplines, and problems with reading will hinder student achievement in the university. What should be done on the remedial level of instruction in reading so that the university student may proceed in working on degree requirements? First, the remedial reading instructor needs to determine where the student is presently in reading achievement. Once the remedial reading designate has determined a selected baseline as to where the student is in reading, he or she may ascertain the kinds of assistance necessary for the student to make more optimal and continuous progress in reading achievement. The student may reveal a necessity for word recognition skills. And beyond word identification, the student may have demonstrated a need for assistance in comprehending ideas. Diagnosis and remediation in university student reading should make for better readers. There are selected learning principles taken from educational psychology that the designated remedial reading instructor should aspire toward in working with students: there needs to be active engagement in learning by the student; the instructor must help the student accept reasons for becoming a better reader; the instructor's learning objectives need to be understood by the student; quality sequence must be in the offing in teaching university students to read at an acceptable level of achievement; and students need to appraise the self in achievement. (NKA)