The initial multidisciplinary evaluations on 40 dyslexic children were reviewed in an attempt to identify factors which might favor a positive outcome from educational remediation. The children manifested a high incidence of dysarticulation, impaired auditory discrimination and visual motor perceptual delays. All of the subjects exhibited progress at a constant rate (reading quotient) while enrolled in a full-time remedial program for dyslexic children. Factors predictive of significant improvements could not be identified. The hypothesis that brighter dyslexic children improve more in a remedial setting was not supported. Initial mathematics quotients, however, were higher and demonstrated more improvement than initial reading quotients in all groups. Implications for educational policy and pediatric practice are discussed.