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Numerous longitudinal studies attest to the concern regarding the long-term effectiveness of remedial programs (Balow, 1965; Balow & Blomquist, 1965; Buerger, 1968; Muehl &' Forell, 1973; Robinson & Smith, 1962; Shearer, 1966). While short-term improvement has been demonstrated repeatedly, the majority of the reported studies fail to demonstrate maintenance of achievement gains (Spache, 1980). The fact that follow-up studies persist (Bessai & Cozac, 1980; Gottesman, 1979; Ito, 1981; Miles, Foreman & Irwine, 1978) demonstrates an intuitive belief that remedial treatment should have lasting beneficial effects.

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