Recent inquiries into the underachievement of boys in reading have called into question whether they require different forms of reading instruction from girls. Anumber of reading programs and initiatives have been developed to address this issue, including programs based on increasing boysÃ¢Â€Â™ motivation, improvingbehaviour, embracing the use of computers, and so forth. The aim of the present study was to test the hypothesis that effective remedial reading instruction isequally effective for boys as well as girls. The sample comprised 398 low-progress students (239 boys, 159 girls) in Years 5 and 6, who attended an off-site tutorial centre for two school terms between the years 2005 and 2010. All boys and girls in the sample participated in the Schoolwise Program, a non-categorical,empirically-based reading program, for three hours daily. Participants were assessed pre- and post- intervention on five reading and related measures. Both boys and girls made substantial gains, analyses of covariance confirming that their rates of progress were very similar. Small effect sizes were also reported. It isconcluded that boys and girls do not require different forms of reading instruction if both are provided with effective systematic remedial reading instruction.