The neuropsychological approach to remediation emphasizes the use of intact areas of higher cortical functioning in the development of remedial strategies while minimizing the emphasis placed upon dysfunctional cortical areas. This investigation was directed towards evaluating the effectiveness of the neuropsychological approach to the remediation of developmental dyslexia in school age children previously placed in self-contained classrooms for the learning disabled due to reading failure. A significant improvement in word recognition skills was demonstrated with a simitar, but nonsignificant, trend noted in reading comprehension.