The purpose of this study was to identify and compare concepts of the ideal role and functions with the actual role and functions of the reading specialist. The public elementary reading specialists, classroom teachers, principals, and reading supervisors of Franklin County, Ohio, served as subjects. A Q-sort instrument was used for gathering the data for the study. Reading supervisors (coordinators) were less satisified with the remedial or special reading programs in which they worked than were the other three groups; principals were more satisified with the remedial or special reading programs than were the other three groups of participants in the study. Forty-two precent of the classroom teachers said that their understanding of the reading program in their building was less than "good." The investigator concluded that the role of reading specialists participating in the study is generally compatible with current authoritative opinion in the field and can be expected to result in increased reading achievement among the pupils enrolled in these programs. (Author/RB)