A study was conducted focusing on three aspects of a developmental English program in which underprepared freshmen were able to earn regular composition credit while receiving additional help in both reading and writing. An examination of the scores on the Iowa Silent Reading Test compared to scores on two writing tests was made and some significant relationships were noted. The developmental English program, which provided extra class hours and help in reading the required English textbook, was discovered to be moderately successful. The predictive value of specific reading related factors on the developmental course grade was explored and no relationships were found. (MKM)