The college reading movement, its methods, organization, and, implicitly, the career opportunities within it, is critiqued in this report in terms of four categories of programs: (1) rapid reading with ancillary attention to study skills; (2) remedial type reading and study skills; (3) compensatory type programs; and (4) content area improvement of learning programs. The evolution of these programs over the past 30 years is discussed. Emphasis is on the most recent attempts to help improve learning in the content areas involving the supplemental or adjunct approach, the problem-solving approach to study skills, and the strategy of improving reading/writing/thinking by writing annotations. Contributions to the field of reading instruction made by college reading courses in the area of study skills and speed reading are noted as indications that college reading courses are generators of wisdom in the field of reading rather than copies of courses at the elementary or secondary school levels. (MKM)