The Corrective Reading Program (CRP) was used with a group of learning disabled (LD) and educable mentally retarded (EMR) adolescents with data collected on the achievement of these students in the domains of reading recognition and comprehension. When compared to reading progress made in prior years, both groups showed significantly greater improvement. LD students experienced larger achievement gains than EMR students in both recognition and comprehension with differences in the former domain being statistically significant. Implications are discussed with regard to the two issues of possible benefits of a remedial orientation in curricula for adolescent students and of the validity of cross-categorical programming, respectively.