The list of recommended attitudes, concepts, and skills described in these reading education guidelines provides the basis for certification of reading personnel, development of college and university programs in reading education, ; Program Construction roles, self-assessment of persons in reading education, and evaluation of the performance of persons assigned to any of the reading-related roles. After a brief description of the general and specific academic preparation required in reading education, the cognitive, affective, and performance oriented capabilities are organized according to the following major divisions: language foundations for reading (language as a communication system and language development); comprehension (literal, interpretive, and critical, and reference and study skills); word analysis; enjoyment of reading; diagnostic teaching (diagnostic evaluation, organizing school and classroom for diagnostic teaching, adapting instruction to needs of students with varied linguistic backgrounds, and instruction of students with special reading needs); and program planning and improvement (interaction with parents and community, instructional planning, and initiating improvements). Each capability is designated as an attitude, concept, or skill and related to the appropriate reading educator roles. (MAI)