A survey of 767 teachers from five major regions of the country solicited teachers' views and perceptions concerning the roles and responsibilities of reading consultants. It was found that 85% or more of the respondents thought that the prime functions of reading consultants are to diagnose students' reading problems, interpret test results,…

A study obtained information from classroom teachers, principals, and reading specialists about what they believed was important in creating effective Chapter 1 programs. One-day meetings were held in three different parts of Pennsylvania during which each group of educators (who were recommended by an advisory board) were interviewed using focus…

To explore the facets of the roles of the reading specialist, data were gathered from 23 specialists concerning their values, their perceptions of the values of their principals, and their assessment of the skills in performing their various roles. The specialists were asked to read descriptions for the following roles: (1) resource person, (2)…

The reactions of participants to the presentation sessions of a staff development training program were assessed using participant questionnaires and non-verbal metabehavior estimates of participant attitudes. Fifty reading specialists and administrators participated in a two-session workshop dealing with reading material and methods. Each session…

A study compared the evaluations of junior and senior preservice teachers, supervising teachers, and reading specialists who observed a student's performance using the Directed Reading Thinking Activity (DRTA). Four groups of subjects participated in the study. The first group consisted of 12 elementary education juniors who had just completed a…

Approximately 300 elementary and secondary school teachers from across the United States responded to a survey concerning their attitudes toward the role and the performance of reading specialists in their schools. The teachers completed a 30-item Likert-like attitude scale and provided demographic data. The results indicated that teachers in…

The goals of an intervention study of formal reading instruction were to encourage teachers to incorporate more direct teaching of comprehension, to maintain a more equitable balance between time devoted to word recognition instruction and time devoted to comprehension instruction, to promote independent level reading, and to minimize the amount…

As part of the work from the Content Area Reading Project (CARP), which focuses on inservice teacher education in content area reading, a study examined the effects of an inservice content area reading program that involved two three-hour workshops per month on the theory and practical application of teaching methods for content area reading…