Suggests that secondary school reading specialists desiring to establish a school-based, schoolwide reading program form a reading committee composed of content area teachers who propose ideas and help implement them. (MKM)

Discusses reading specialists' responsibilities concerning children's vision problems. (MKM)

Determines (1) the nature of clinical experiences for reading specialists provided at various educational institutions; (2) perceptions of graduates regarding the value of their experiences; (3) practices used in their current teaching roles; and (4) the degree of congruence between what they experienced and their current practices. Finds that the…

Advocates hiring more middle-school and high-school reading specialists to improve student reading and writing skills. Describes several school districts' use of reading specialists. (PKP)

Address the development of a literature review that summarizes what educators know about the role of the reading specialist and the various roles that reading specialists assume. Examines journals in the field of reading research and instruction, government documents, technical reports, and ERIC documents that related to the role of the reading…

Describes International Reading Association members' activities, on behalf of reading professionals, involving national accreditation, state program approval, state licensure, and national certification. (RS)

Traces the literary treatment of causes and symptoms of reading disabilities through the 1960s, 1970s, and 1980s. Points out several concepts which are changing the earlier diagnostic-remedial role of classroom teachers. (ARH)

Discusses the interactional model of learning and the andragogical model of the learner, then examines the implications of these two perspectives in detail with special emphasis on how they affect the college reading specialist's encounters with students who are concerned with independent learning strategies. (FL)

Discusses concept learning in the content areas, focusing on a system for integrating vocabulary into cognitive teaching goals. (AEA)

Excerpts from "On Learning to Read: The Child's Fascination with Meaning," by Bruno Bettelheim and Karen Zelan, emphasize the importance of meaning in teaching a child to read. Six reading specialists comment on the book and on teachers' problems in teaching children to read. (MLF)

Reports on a survey of reading consultants and school administrators concerning their perceptions of the roles of reading consultants. (JT)

Discusses the question of who should teach reading to students diagnosed as learning disabled--a reading specialist or a learning disabled teacher. (FL)

Discusses trends in staff development and cites implications for reading personnel. (MKM)

Provides references for administrators, supervisors, consultants, and others concerned with positive leadership of school reading programs. (MKM)

Argues that inservice programs are important in disseminating information, but do little to help teachers receive feedback about their teaching. Argues that by focusing on the children instead of the teacher and allowing the teacher to be in charge, reading supervisors can form partnerships with teachers based on mutual trust and respect. (RS)