The vocabulary development curriculum offered by developmental reading programs in Georgia postsecondary institutions was studied. A total of 49 reading specialists from 39 institutions completed a questionnaire that covered: emphasis placed on vocabulary development, practices followed in expanding students' vocabularies, and the materials used for instruction. Practices of the following types of institutions were compared: community colleges, four-year colleges, universities, and vocational/technical schools. The following issues were identified for further consideration: no single vocabulary text was endorsed by a majority of respondents; respondents did not always assess vocabulary knowledge with the proper instruments; review of teacher-made instruments is needed; and specialists appear to favor a skills-based approach to vocabulary instruction. Specific texts and assessment instruments used by the schools are identified. Appendices provide information on: regular testing activities undertaken at the schools; diagnostic testing practices; specific tests used for assessing vocabulary instruction; formats for test items; instructional methods; instructional elements (i.e., words in context, pronunciation skills); and instructor-designed activities. A study questionnaire is included. (SW)