The reading resource teacher program established in the Madison, Wisconsin, Public Schools is described. Volunteer classroom teachers were given 20 hours of special training in reading and one-half day a week released time to assist their principals in reading curriculum development. Such consideration as cost, teacher-ability differences, staff…

Supports the contention that learning disability and remedial reading professionals provide a similar service and, lacking interdisciplinary coordination, are in danger of duplicating services. Indicates support for interdisciplinary training that would foster coordination. (FL)

A series of research studies on the consistency of reading specialists' diagnoses of students with reading problems have indicated that clinical agreement has been astonishingly low. To investigate which factors seem to lead to consistency in clinical diagnosis, a study was conducted based on a theory of clinical problem solving called inquiry…

This handbook includes articles by several authors on topics of interest to reading consultants. Specifically, the 13 chapters deal with the areas of reading readiness, word recognition, phonics, vocabulary development, reading comprehension, content area reading, rate of reading, interests and motivation, remedial corrective reading, evaluation,…

The purpose of this project was to strengthen and extend reading services by increasing elementary school reading centers in the culturally disadvantaged areas of Milwaukee. A basic tenet of the program was the belief that continuous growth in reading ability is necessary for good academic progress. Besides furnishing plentiful reading materials,…

Finds that teachers who received the services of a reading field agent--a specialist hired specifically to assist classroom teachers in utilizing their reading resources to the fullest--showed some specific gains in their knowledge of appropriate teaching strategies. (GW)

An account of the Barking Reading Project designed to prepare classroom teachers (instead of reading specialists) to respond to children with severe reading difficulties. The subject of a two-year government research study, the project's findings endorse initiatives that promote classroom teacher ability to make good teaching decisions relating to…

Classifies the approaches used in inservice education programs as either survey, intensive, or coordination of services; elaborates on the scope of each; and makes projections for future uses. (MD)

Thirty-eight college students were the subjects of a study designed to examine the efficacy of training graduate reading specialists through a diagnosis simulation program versus the use of a traditional child study approach. The major task of this investigation was to compare, by way of univariate or multivariate analysis, various combinations of…

By means of educational and psychological tests, 10 reading specialists thought aloud about a simulated case of reading and spelling disability in fourth-grade boy. Protocols were transcribed and scored. Despite choosing from common information sources, experts differed substantially in diagnoses and recommendations. Found no indications for…

The purpose of this study was to assess the extent of the relationship between test data of problem readers diagnosed in a reading center and the kinds of recommendations made by a reading specialist at the center in the areas of phonics and comprehension. A second dimension was to assess the agreement of the diagnoses in the areas of phonics and…

Thirty-six reading specialists and classroom teachers enrolled in a graduate reading diagnosis course participated in a study to determine whether clinical performance could be improved by alterations in a clinician's memory and strategy. Overall procedures in this study included pretests, 30 hours of clinical training in diagnosis, and posttests.…

Compares the rankings made by reading consultants and reading teachers of eight dimensions of reading attitudes. Finds significant differences in the rankings of the two groups on only three of the attitudinal dimensions. (FL)