Reading remediation has dramatically changed since its beginnings approximately 100 years ago. Research into causation of reading difficulties has progressed from cognitive deficit models to learning styles and back to brain functionality. Classroom teachers and teacher educators alike must refine their practices to meet the ever-changing needs of their students. The instructional delivery methods and strategies used today must match the 21st century needs of students in the age of digital literacy. A brief history of the past, present, and future trends of reading diagnosis and remediation is explained.