The major purpose of this study was to investigate the relative effectiveness of three instructional reading treatments on the reading skill development of disadvantaged black college students as compared to white college students. Three separate instructional treatments, one for each of the three sections of college developmental reading course, were planned: (1) teacher-directed large group instruction, test response teaching strategies, and a workbook as the principal media; (2) teacher-directed large group instruction, individual self-instruction, test response teaching strategies, and workbook plus supplementary reading materials; (3) individual self-instruction, test response teaching strategies, and multileveled, multimedia utilization. The sample consisted of 74 students in the experimental group and 25 students in the nontreatment group. The Diagnostic Reading Test, Upper Level, Survey Section was used to measure the reading achievement of the subjects. The results indicated that there was no significant difference between the two races on rate or comprehension criterion scores, and there was an ordinal interaction between race and treatment affecting the criterion vocabulary scores. (WR)