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)

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 a list of task competencies that identifies the critical areas in which a reading specialist performs and provides a basis for judgments affecting the revision and initiation of graduate reading programs. (RB)

Reading specialists can and should take action that will help determine the nature of public policies affecting reading. (MKM)

Discusses the role of the reading specialist acting as a clinical supervisor of reading teachers. Provides a format for conferences between specialist and classroom teacher. (AEA)

Suggests how reading supervisors can help principals facilitate and support change: informing them of good instructional strategies going on in the school; encouraging them to share those strategies with teachers; encouraging them to share their own reading and writing with teachers and students; and providing them with articles and books to share…

Discribes ways the reading specialist can help content area teachers improve reading skills. (RB)

Outlines the reading consultant's role in the efficient operation and management of a school reading program. (RB)

Discusses selected books that had an influence on the author's childhood and career. (JT)

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)

Outlines programs for the entire student body based on the view that the reading specialist should do more than help just the disadvantaged reader. (RB)