AN IMPORTANT PART OF THE READING COORDINATOR'S TASK IS CONCERNED WITH CORRECTIVE WORK IN THE LANGUAGE ARTS. COORDINATORS SERVE AS CONSULTANTS TO TEACHERS. IN ADDITION, THEY MAY BE EXPECTED TO WORK WITH SMALL GROUPS OF UNDER-ACHIEVERS TO MOTIVATE AND STIMULATE THEM TO MEET SCHOOL REQUIREMENTS WITH SOME DEGREE OF SUCCESS. WORK MAY INVOLVE GUIDANCE AND COUNSELING, THERAPEUTIC INSTRUCTION, PLANNING AND EVALUATING OF PROGRESS AND ACHIEVEMENT, AND DEVELOPING NEW MATERIALS AS NEEDED. THROUGH CONFERENCES, DEMONSTRATION LESSONS, IN-SERVICE MEETINGS AND DISCUSSIONS, THE COORDINATOR WILL ASSIST CLASSROOM TEACHERS WITH METHODS AND MATERIALS REQUESTED. WORK SHOULD BE WITH THE ENTIRE FACULTY. FROM STUDENT RECORDS, THE COORDINATOR WILL GET A "PICTURE" OF THE CHILD, AND WILL HELP ADMINISTER TESTS TO DETERMINE DEFICIENCIES. A PROGRAM OF INSTRUCTION SHOULD BE PROVIDED TO MEET THE NEEDS OF CULTURALLY DIFFERENT YOUTH, TO HELP EACH CHILD ATTAIN SOME MEASURES OF SUCCESS, INSTILL CONFIDENCE IN PUPILS, AND HELP TEACHERS ENRICH THEIR EXPERIMENTAL BACKGROUNDS. RELATED DUTIES INCLUDE MAINTAINING LIAISON WITH SPEECH TEACHERS AND INFORMING PARENTS OF THE SPECIAL HELP GIVEN TO THE CHILDREN. THE PROGRAM SHOULD BE HOUSED IN A PERMANENT ROOM WHERE ALL BOOKS, MAGAZINES AND OTHER NECESSARY TEACHING AIDS AND PROFESSIONAL LITERATURE WILL BE AVAILABLE.