Often approaching reading with feelings of stress, anxiety, and fear, disabled readers need affective as well as cognitive training in remedial reading programs. Their intellectual objectivity, self-understanding, and rapport with teachers and classmates could be increased, and their anxiety reduced, if remedial reading specialists would incorporate psychotherapeutic strategies into classroom learning activities. Based on Gestalt and Ratio-Emotive therapy, and Cognitive-Behavior Modification, these exercises range in applicability from elementary to college level, and include writing activities to help clarify feelings and formulate goals, step-by-step work in problem solving, and circle games to highlight group interdependence. (MM)