This study gathered information from reading specialists about the nature of their role. From more than 500 questionnaires sent to specialists in 59 school systems in New England, 441 usable questionnaires were returned. The questionnaire was divided into six groups of items: background and general information, responsibilities, communication with others, job satisfactions and dissatisfactions, performance in reading, and qualities of a good reading specialist. The following conclusions were drawn: reading specialists primarily serve remedial reading students; part of the specialists' role is advising teachers about methods and materials; specialists' responsibilities differ according to grade level and community size; specialists have educational and experiential backgrounds in the field of reading; the most important ability of the specialist is dealing effectively with students, teachers, and administrators; reading specialists do not have communication problems; and they are satisfied with their roles. (Author/JM)