Abstract
Abstract Many previous studies have indicated that remedial teaching of reading has only a temporary effect. The present study is of large scale surveys (N = 503) of the results of remedial help in one LEA over a period of five years, and suggests that some of the improvement in reading following remedial teaching is maintained three years after discharge. When the results are compared with the results of a previous follow‐up study of backward readers the indications are that children receiving systematic remedial help in primary school stand less chance of remaining backward readers at age 15 than if they had not received such help.
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