This study investigated the hypothesis that an effective program in developmental reading is generally a significant factor in the academic achievement of college students at the University of Akron. The data collected came from various sources, i.e., reports of investigations on the effectiveness of 18 well-established reading and study skills centers, opinions of students who were dismissed from the university for academic reasons in 1970, an examination and comparison of students before and after training, and an experiment to measure change in self-concept of students enrolled in the course. From this data the study concluded that: (1) many American colleges have recognized the correlation between academic achievement and language facility by establishing learning centers; (2) the effectiveness of these programs depends on the content of the program, teaching methods and materials, and the overall support of the program by the institution; (3) development of productive study habits and positive attitudes are critical factors in maintaining good grades in college; and (4) there is considerable evidence that instruction in reading alone does not affect higher grades in college. (Author/TS)