In order to facilitate the design of a secondary reading program which would be creative and relevant in its structure and content, this descriptive study randomly sampled students from a population of approximately 600 suburban Illinois high school freshmen. The needs of these students were investigated by means of several perceptual inventories, an interview, and a standardized reading achievement test. Using data obtained by these means, a profile of reading needs was established; the learner's perception of his or her reading needs therefore provided the basis for the development of the reading program. A humanistic approach, based on both affect and cognition, was used in the design of a learning action center for those students who needed or desired special assistance in reading and language. (Author/KS)