The purpose of this study was twofold: (a) to examine the effects of remedial reading instruction on the basic reading skills of elementary and middle school students with high-incidence disabilities (n = 45) and their comparison condition counterparts (n = 23); and (b) to examine the relative responsiveness of participating students with emotional disturbance (ED) and learning disabilities (LD) to such instruction. Statistically and educationally significant differences on measures of basic reading skills and oral reading fluency were found between students who received remedial reading instruction and those in the comparison condition. With the exception of performance on measures of oral reading fluency, students with ED were significantly more responsive than their counterparts with LD on measures of basic reading skills. Results, limitations, and implications are discussed. (Contains 4 tables.)