The purpose of this study was to survey the provisions for corrective reading in the public elementary schools, particularly in the availability of services, the types of services offered, the degree of satisfaction, and the financial support for remedial programs. A questionnaire was mailed to 412 schools, selected by a stratified random sampling procedure from the "Directory of Public Elementary and Secondary Day Schools." Public schools which included any of the elementary grades, one through eight, were surveyed. Three mailings resulted in an 85.4 percent response of which 82.8 percent were suitable for analysis. Results indicated that: (1) more than four out of five public elementary schools have programs for specialized reading; (2) programs which were discontinued were cut mainly due to lack of funds or insufficient effectiveness; (3) about half of the school children are in systems with a reading coordinator who is shared by six schools; (4) 85 percent of the coordinators work with children, primarily in diagnosis; (5) one-fourth of the children have access to clinics, 60 percent of which are maintained by the public schools; (5) about half of the schools report that the regular classroom teacher does remedial work; and (6) the average number of boys receiving help is 40 and girls, 27.5. (Author/WR)