INFORMATION ABOUT ESEA READING PROJECTS FOR THE ECONOMICALLY DISADVANTAGED WAS OBTAINED BY STRUCTURED TELEPHONE INTERVIEWS AND A SUPPLEMENTAL WRITTEN FORM FROM 632 SCHOOL SYSTEMS. FIELD VISITS WERE MADE TO 34 SELECTED SYSTEMS. THE MAJORITY OF THESE PROGRAMS WAS REMEDIAL IN NATURE (53.48 PERCENT). COMBINATION PROGRAMS (29.59 PERCENT) USUALLY INVOLVED TWO OR MORE PROJECTS ASSOCIATED WITH READING BUT OFTEN ADMINISTERED INDEPENDENTLY. FREQUENTLY, THEY CONTAINED A REMEDIAL COMPONENT SO THAT AT LEAST TWO-THIRDS OF THE PROGRAMS STUDIED WERE REMEDIAL IN PART OR ENTIRELY. DEVELOPMENTAL (12.82 PERCENT), ENRICHMENT (1.58 PERCENT), INSERVICE EDUCATION (1.27 PERCENT), AND SPECIAL PROJECTS (1.27 PERCENT) MADE UP THE REMAINING CATEGORIES. INFORMATION WAS ALSO GATHERED ON ADMINISTRATION, MONIES SPENT, STAFFING, CONSULTANT SERVICES, AND INNOVATIVE ASPECTS OF THE PROGRAMS. APPROXIMATELY THREE-QUARTERS OF THE SURVEY PARTICIPANTS SAID THAT OBTAINING QUALIFIED PERSONNEL AND TOO MANY CHILDREN NEEDING HELP WERE CRITICAL PROBLEMS. PRIORITY MUST BE GIVEN TO TWO RELATED STEPS -- (1) THE EXTENSION OF PUBLIC SCHOOL PROGRAMS TO INCLUDE 3-, 4-, 5-YEAR-OLD CHILDREN, AND (2) IMPROVEMENTS IN READING INSTRUCTION IN THE PRIMARY GRADES. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (RJ)