This study investigated the effectiveness of the neurological impress method (NIM), the language experience approach (LEA), and classroom teaching as remedial reading treatments for disabled readers. Subjects referred to the Purdue Reading Clinic were screened to determine whether they met criteria for the study and were randomly assigned to the NIM, LEA, or control (classroom teaching) treatment. Tutors were also randomly assigned to either the NIM or LEA treatment. They were trained in the experimental and other instructional methods and were supervised in their use of remedial procedures. Reading progress during one semester or summer session was measured with oral and silent reading subtests. An analysis of covariance revealed that for all twelve reading measures no statistically significant differences were found among treatment groups. Growth in reading, however, was evidenced in all treatment groups. (Author/TO)