Assesses the "state of the art" of content reading, pointing to significant strides that have been made in dealing with the needs of content area reading, as well as to significant advances that still need to be made. (Author/GT)

Determines, for reading specialists in general and for reading specialists in the federally funded Chapter 1 program specifically, (1) their professional training; (2) their actual responses as compared to their perceived "ideal" responsibilities; and (3) their topic preferences for in-service education offerings. (RS)

Pressures to help students pass high-stakes tests affect teachers' reading instruction, their responsiveness to students' learning needs, and their professional effectiveness. This article reports on how one reading specialist responded to testing pressures in her urban elementary school. She believed that what was "right" for her…

Poor reading ability is associated with numerous negative consequences. School psychologists should provide teachers with resources and support to improve student reading ability and prevent these negative outcomes. This paper offers a guide for school psychologists to use in the consultation process when working with teachers to address students'…

Describes an instrument, the College Reading Specialist Competency Checklist, that assesses the competencies of reading and study skills specialists. (HOD)

Presents the International Reading Association Code of Ethics, which sets forth four ethical standards for professional relationships and five ethical standards for reading services. (MKM)

Presents ERIC documents that provide information about the competencies needed to become a successful reading specialist and about the manner in which those competencies might be gained. (FL)

Argues that building communication bridges with strength and understanding, clear of barriers, is the foundation for success as a reading supervisor. Also argues that keeping the lines of communication open--and sending clear messages--will enhance the reading supervisor's role and add credibility to that position. (RS)

Argues that limiting reading specialists to providing diagnosis and remedial instruction is not making full use of their knowledge and training. Asserts that reading specialists should take the lead in enhancing reading instruction by meeting with classroom teachers, doing demonstration teaching, providing inservice lessons, and suggesting…

Reviews five myths about delegating responsibility which block effective delegation and discusses nine guidelines for successful delegation. (RS)

Describes the varied teaching activities of a reading specialist. Discusses how her role is already what she would like it to be and what she would like to change. (SR)

Presents results from a survey in the United States that provides some indication of how reading specialists fulfill their roles and how they offer students effective literacy instruction. Notes that the goal was to investigate what reading specialists do so that educators could better understand how they provide services to students and teachers.…

In this study, classroom teachers were found to value the reading specialists' role as resource person more highly than any of their other roles. (MKM)

Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

Describes a resource teacher's efforts to implement a program to improve reading at the secondary level in a Florida school. Offers activities used in the program. (FL)