Information on reading and study skills programs in four-year traditionally black institutions was collected. A 20-item questionnaire administered to 66 institutional representatives elicited information concerning: the status of current reading and study skills programs from an organizational viewpont; the emphasis placed upon student testing and uses made of test results; the techniques used for teaching reading and study skills; the materials and equipment that are used in these programs; and the chief difficulties experienced in obtaining student participation and campuswide faculty cooperation. Seven programs were selected for in-depth study: individual profiles were developed from the survey responses and from interviews. Findings include the following: although a few reading and study skills programs in the traditionally black institutions were started before 1970, the majority began between 1970 and 1983; provisions were usually made for students to acquire basic and developmental reading skills; the design of reading and study skills programs were most often the responsibility of English departments; in contrast, the departments of basic/developmental studies have conducted their own programs; and instructional features appear to be similar among institutional reading and study skills programs. (SW)