Viable reading education programs require faculty who not only know the field but also remain sensitive to the many forces controlling program survival. A program will function well only if the administration clearly articulates the management process, responds intelligently to market trends, and includes faculty input in decision making. Among the issues that need to be addressed are (1) how curriculum issues should be controlled; (2) who should control the management aspects of reading education; (3) how resources should be allocated, and what part reading faculty should play in budget expenditures; (4) how other teacher education programs relate to reading education; (5) what external influences control reading education; and (6) how reading education is responding to the changing market. These issues combined with curriculum content analysis form the basis for solid review, planning, and renewal in reading education. (HOD)