As postsecondary reading and study skills programs advance into the 1980's, there are issues and changes that directors of these developmental programs must face. First, reading and study skills programs must include learning resource centers where students of all skill levels can come and improve themselves. Program staff members discussing long-range plans should consider providing classes for good and poor readers, adding adult basic education and high school equivalencey (GED) classes, creating content area computer modules, teaching adjunct classes with content area faculty, and providing special inservices to meet the needs of business and industry. Second, reading and study skills people need to be knowledgeable and receptive to computer technology. Third, adding a volunteer component to the program would be good for public relations, community development, and faculty support. Evaluation is another issue. Staff must be able to present to the college administration written and objective (computer-analyzed) evaluations of their classes. They should be certain that they have a solid screening procedure so that student skills improve sufficiently before the students enter regular academic classes. Finally, reading and study skills faculty should be aware of new developments in the field and incorporate them into the curriculum. (HOD)