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

Presents the findings of a study of the attitudes of classroom teachers toward reading consultants. (DD)

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)

The conclusion shared by many studies of instruction--that the teacher is the most significant variable in the child's learning process--suggests that the major focus of the efforts of the reading consultant is the classroom teacher. In working with that teacher, the consultant will discover these assumptions about adult learning provide a viable…

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…

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 results from a survey in the United States that provides some indication of how reading specialists fulfill their roles and how they offer students effective literacy instruction. Notes that the goal was to investigate what reading specialists do so that educators could better understand how they provide services to students and teachers.…

In this study, classroom teachers were found to value the reading specialists' role as resource person more highly than any of their other roles. (MKM)

The purpose of this study was to investigate the reading professional in the post high school institution offering technical curricula. The status and role of the reading professional were researched by ascertaining his opinions and those of his dean of instruction. One hundred two-year colleges were randomly selected from "Ferguson's Guide to Two…

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

The rapid proliferation of reading coaches is one of the responses to increased attention to reading achievement and the achievement gap in the United States. In recent years, reading has been the focus of both state and federal reading initiatives. With the changing roles have come a variety of new titles, such as reading coach and literacy…

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)

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…

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)