| Summary: | The article focuses on the achievement of curricular congruence in remedial reading. The lack of coordination between the core curriculum, or a school's developmental reading program, and the remedial reading program has been consistently noted. The lack is seen in programs where the classroom and remedial teachers are both responsible for an underachiever's reading instruction, yet have no clear idea what the person is doing or why. it is seen in schools where no clear and common instructional framework guides both teachers. Remedial programs interfere with the core local program and often use conflicting curricula. In the U.S., the design of remedial instruction under federal regulation was strongly influenced by auditors, who needed to track the expenditure of federal funds to ensure that those funds purchased only supplementary resources and services. Programs were designed that encouraged the purchase of different curricular materials and the use of a different teacher in a different school location, for this made tracking funds relatively easy.
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