An elaboration upon a previous descriptive survey of college reading improvement programs was provided by this study. New topics of investigation included evaluation procedures, facilities, finances, the relationship of reading education programs to college reading improvement, and program changes during the period from 1965 to 1975. Questionnaires mailed to 150 two- and four-year institutions yielded responses from 138 schools, 114 of which reported the existence of reading improvement programs. Comprehension, study skills, vocabulary development, and rate of reading were stressed in all programs. Courses usually lasted a semester or a quarter, but minisessions are common, and some flexible scheduling exists. The most common teaching orientation consists of a lecture/laboratory combination, with individualization of laboratory experiences. Multimedia techniques and teacher-developed materials as well as the use of paperbacks for recreational reading are common. Respondents from the institutions first surveyed in 1965 reported changes in techniques and materials, faculty attitudes, schedules, and course offerings. The major differences between two- and four-year institutions were in the areas of program jurisdiction, faculty attitudes, responsibilities, individualization of instruction, and finances. (Author/KS)