Developmental reading programs in traditionally black colleges and universities were compared with their white counterparts for 1979-80. Major areas of analysis were as follows: institutional characteristics, enrollment and retention, faculty status, program design, instructional delivery, course credit, and funding. A total of 113 two-year and four-year colleges and universities participated. The following institutional characteristics were compared: type of institution, calendar year, institutional setting, admissions policy, the existence of developmental reading, course status, length of program operation, description of program, and student placement. The following enrollment and retention characteristics were compared: institutional enrollment, enrollment in the reading program, classification of students served, completion rate, and student matriculation. Additional areas of analysis are as follows: faculty rank and tenure, staff composition, instructor evaluation, staff supervision, tenure of person responsible for the program, success of the program, departmental affiliation, project evaluation, method of conducting reading course, instructional practices, support services, instructor-student ratio, credit hours earned, type of credit earned, student evaluation, and source and percentage of funding. It was found that an overwhelming majority of both black and white institutions operate developmental reading programs. A majority of respondents indicated that their reading programs have operated for at least four years. The largest percentage of all respondents describe the reading program as remedial, developmental, and enrichment. No respondent described the reading program as singularly one of enrichment. A sample questionnaire is appended. (SW)