An ideal secondary level remedial reading program would be based on the philosophy that both freedom and structure are required, that learning demands involvement and feedback, and that success breeds success. Such programs should be structured (i.e., based on clearly defined content and a clearly designated mode of presentation). There are many structured reading programs available to teachers, and recent research studies testify to the value of structure. Ideal remedial reading programs should also involve students actively in the learning process. Tutoring is an important approach to increasing academic engaged time (the time students spend engaged in academically relevant materials), and reports of peer-tutoring sessions show how this approach provides for student involvement and responsibility. Finally, ideal programs should be based on an atmosphere of acceptance that permits students to experience success and feel positive about their reading. With regard to content and materials, an ideal program plans for a balanced content of vocabulary development, comprehension skill development, and free reading growth with specific, measurable objectives and well-defined methods. (The paper includes an example of a peer-tutoring spelling sheet and presents three models for an instructional week.) (GW)