Although college adult developmental reading does not enjoy the status of mainstream academic fields, it has made substantial progress toward that goal in the past three decades. Characteristics differentiating it from academic fields are its generalist orientation, its isolation from other disciplines, and its emphasis on practitioners as helpers, rather than as information specialists. It is apparent that new directions are being explored in the areas of diagnosis, materials development, and computer assisted instruction. To continue this trend, college-adult reading professionals need to develop an interdisciplinary perspective of adult reading and to provide services to their students that will enable them to meet the demand for the increasing literacy requirements of an information society. Six pages of references conclude the report. (LLZ)