College-adult reading research trends are discussed. The reading process; the influence of vision, perception, and personality; and program outcomes are noted as major trends of past studies, and a list of mistaken assumptions in these earlier studies is given. Present research shifts to the study of the role of both teacher and student personality and to the significance of the student's ambitions, self-concept, and self-expectations in relation to reading performance. Reflecting this trend is the denigration of the machine, the workbook, and mass instruction to minor roles. These are replaced by counseling-oriented and individualized reading programs. Intensive behavioral studies, closed circuit television, package materials, and computer-assisted instruction are seen as future college-adult reading research trends. References are included. (RT)