A questionnaire was mailed to 341 colleges and universities granting graduate degrees in reading to obtain information about the function and operation of their reading clinics. The concerns addressed include the function of the clinic, the type of clients served, the type of staff employed, the kinds of services offered, and the kind of funding used to operate the clinic. Two hundred forty-two responses were returned and analyzed. Among the findings are the following: (1) clinical experiences in reading education were provided by 87% of the respondents, but only 74% actually had a clinical facility within the university setting; (2) the most frequently served clients were elementary school students; (3) the clinics were staffed primarily by college faculty who served as full-time supervisors in 23% and part-time supervisors in 41% of the schools; (4) the services most frequently cited were the diagnosis of silent and oral reading proficiency, word recognition skills, and study skills; (5) client fees were charged by 57% of the colleges and universities; (6) the major function of the clinics was to provide service to the community; (7) lack of funding, lack of administrative support, and lack of someone in charge were the major obstacles to the effective operation of the clinic; (8) the most frequent response concerning future plans was to maintain the status quo; and (9) future plans included expansion in three areas: space, numbers of clients, and services. (HOD)