Literature on race and age differences in college remedial and developmental studies students is surveyed, based on the current literature, including an ERIC search from 1980 to 1988, pertinent professional textbooks, and information provided by publishers. Separate sections on race and age differences are provided, and each section concludes with recommendations for the modification of instruction and testing, including: (1) instruction in remedial and developmental programs should involve a mixture of activities reflecting the learning styles of black students; (2) each lesson should be preceded with background providing context; (3) a non-academic attitudinal measure should be used to admit and place some students; (4) time limits should be removed from tests used by black students and older students unless speed is an important factor in the competence being measured; (5) criterion-referenced tests reflecting program content should be used to judge progress; (6) the same placement test should be used for older and younger students; (7) test items should have meaning insofar as possible; (8) adult remedial/developmental students should be allowed to enroll in college-level courses with the option of using a "continuation" grade, but the students should be required to use support services and remedial/developmental classes if needed; and (9) for older students, speed and time constraints should be removed from courses and support services except where speed is essential to the competency. Contains 22 references. (KM)