A curriculum framework was developed for a high school remedial reading program that combined the philosophy of immersion in stimulating reading experiences with that of strengthening the students' language experience. The first component was adapted for those students with first- and third-grade reading ability. A wide variety of comprehension-building methods was used with relevant reading materials to immerse students in enjoyable and successful reading experiences. To foster increased automaticity, the same reading materials were used in conjunction with a number of recognition strategies (sight word, analogies, word mapping, cloze exercises) for student practice in language experience. The second component was developed for those students with fourth- to eighth-grade reading ability who had developed to the threshold of the interpretive level of reading but remained disabled readers. The goals and methods remained similar to the first component--only the innovative reading materials were changed to reflect the reading skills of these upper-ability remedial students. (A list of reading materials is attached.) (KEH)