The respective roles of remedial, corrective, and developmental reading relative to the high school reading program are delineated. The following reasons for reluctance in introducing secondary reading programs are noted: (1) the shortage of trained people to organize the program, (2) the lack of adequate financing, (3) a limited view of the make-up of the reading process, and (4) the reluctance of the secondary teacher to accept the responsibility of developing reading skills within a content area. A checklist is provided for evaluating a secondary reading program, and a guide for planning such a program suggests involving interested staff members through the leadership of a person especially trained in reading. It also emphasizes the idea that if the necessary specific reading skills are to be taught, they must be taught by teachers who teach in the content fields. The reading specialist serves the important function of assisting in the inservice training of the content teachers, but the correction of reading problems requires a cooperative effort. (WB)