Although a solid body of research concerning the role of analogies in reading processes has emerged at a variety of age groups and reading proficiencies, few of those studies have focused on analogy use by readers enrolled in college developmental reading courses. The current study explores whether 232 students enrolled in mandatory (by placement test) developmental reading courses in a postsecondary educational context utilize analogical processes while engaged in specific reading activities. This is explored through two separate investigations that focus on two different ends of the reading spectrum: the word-decoding level and the overall text-comprehension level. The two investigations reported here build on comparable studies of analogy use with proficient readers. Results indicate clear use of analogy at the decoding level of reading with trends toward some types of analogy use facilitating comprehension at whole-text levels of reading.