The assessment of current practices in college reading improvement courses offered by four-year, degree-granting public institutions in the Midwest was the focus of this survey. Undertaken to determine the availability of such courses and to identify current practices, materials and methods utilized, the survey tapped one hundred thirty-two institutions on such measures as length of course, director involvement, housing, evaluation criteria for reading ability, program goals, teaching and text materials used, areas considered in need of improvement, types of activities most valuable, and characteristics and competency levels of students. A summary of trends indicated by the survey is included and possible implications for future instructional approaches are outlined. (KS)