Summary.Several previous reports of the treatment of learning disabilities via EMG biofeedback and relaxation training have suggested that these can be effective in reducing the high levels of stress which accompany the academic performance of learning disabled children, resulting in improvements on dependent variables such as reading, spelling, arithmetic and handwriting. The present study examined the relative efficacy of EMG biofeedback, relaxation training, remedial teaching and two control procedures with 50 elementary schoolchildren who had been referred for reading disability. Daily reading “probes” of reading accuracy, speed and comprehension were collected as well as pre‐vspost‐test data on two standardised tests of reading skill. Both time‐series analyses and analysis of variance statistics failed to show significant improvements in accuracy and speed of reading for any but the remedial teaching treatment group. It is concluded that “direct action” to alleviate stress due to threat of failure at reading is more effective than “palliative” attempts at reduction of tension with no action upon the performance deficit itself. Implications for teaching and policy for teacher training and provision of services are discussed, with suggestions made for