This case study explores the professional identity of one reading specialist, Marsha, who struggled with testing pressures at her urban elementary school in the U.S. It offers an in-depth look at how Marsha's instructional decisions and practices in a pull-out reading program aimed at helping English Language Learners (ELL) shifted when she was…

Offers two scenarios which helped change the author's practice as a reading coordinator and helped her teachers explore personal research questions. (MG)

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)

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…

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)

This article poses an alternative to traditional teacher education methods of preparing reading specialists in university programs focused solely on outcomes. An equally important issue to explore is that of process and how candidates are prepared. Studying outputs with limited attention to process factors leaves teacher educators with incomplete…

Suggests ways to expand the role of reading teacher in the school reading program. (MKM)

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

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…

Guidelines developed by the Professional Standards and Ethics Committee of the International Reading Association in May 1978 list attitudes, concepts, and skills necessary for seven different roles in reading instruction. (MKM)

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

A special interest group of the International Reading Association publishes a scholarly journal, "The Reading Professor: The Journal of Professors of Reading Teacher Educators." In Volume 22, No. 1, Fall 1999, the following articles are featured: "Young Children Draw Their Images of Literacy" (Roberta A. McKay and Maureen E.…