Common elements exist in undergraduate and graduate education of reading teachers in knowledge, skills, attitudes and experience; however, the two groups, differing in teaching experiences and preparing for different roles, require different programs. The first group seeking the skills for effective teaching of reading in a classroom requires continuing guided exposure and opportunities to test their abilities within regular classrooms in order to recognize and understand the interrelatedness of psychological principles, the function of reading in the classroom, and the characteristics of group and individual learning. Given these supervised experiences with many opportunities for discussion on problems encountered, they should be able to function at a level where they use their acquired knowledge and skills consciously. The second group, influenced greatly by past teaching experience and presenting an even greater spread of capabilities than the undergraduates, requires more careful screening in terms of performance and, frequently, specific placement into undergraduate work prior to admission into graduate study. Programs for admitted students should be individually designed according to their future roles. Graduate study should consist of advanced study--not remediation for inadequacies in undergraduate training. References are included. (Author/AW)