Nearly every classroom contains some children who have not responded well to a developmental reading program and need remedial help from the reading specialist. These students have not achieved up to their full potential for a variety of reasons, and unless they receive remedial instruction the gap between achievement and potential will grow wider. The reading therapist is faced with the primary responsibility of providing the student's remedial work. However, it is not his task alone as the classroom teacher shares in this obligation. The child spends most of his time in the regular classroom and only a few short sessions with the reading specialist each week. Therefore, it is important and necessary that the classroom teacher and the reading therapist should cooperatively plan the student's program for remedial work.
Hagberg, B. L. (1971). Uniting Efforts in Effective Reading Remediation. Reading Horizons: A Journal of Literacy and Language Arts, 11 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol11/iss4/2