Five programs in developmental reading at Leeward Community College (Hawaii) were studied to determine their effectiveness. The programs were: (1) general reading using individualized exercises; (2) an integrated skills approach combining reading and basic English skills; (3) a curriculum designed for each student from diagnostic testing; (4) a program based on social competency or "survival" skills; and (5) peer-tutoring in reading, writing, and computation. Pre/post assessment used the Nelson-Denny Reading Test for achievement, and the Nowicki-Strickland Inventory for affective criteria. A post-test achievement comparison between groups, course completion rates, "subsequent educational plans", and comparative data on personnel costs were also analyzed. Statistical findings included in the document supported the following recommendations: (1) that primary emphasis should go to students with at least a high school reading ability; (2) that an integrated skills approach for differential reading gains is not supported; (3) that survival skills are best attained by learning to read generic matter well; and (4) that students with reading ability below the high school level might best be served in secondary school programs. The document contains complete program descriptions and detailed analyses of all factors considered. (RT)