This paper is a report from a symposium conducted by the International Reading Association Commission on High Quality Teacher Education on the topic, "Improved Preparation for Reading Teachers for the Seventies." The report discusses a number of ways to develop a model or models for improving the undergraduate and graduate teaching of reading teachers: individualized instruction, instructional modules, behavioral objectives, coalitions of related groups, summative and formative evaluation procedures, provisions for different competency levels, a continuum of experiences for preservice and inservice teachers, planning institutional reorganization, retraining college instructors, and using technology to improve programs. This study also recommends that special consideration be given to defining the developmental needs and characteristics of children, so that a curriculum can be planned with future teachers who will attend to these needs and characteristics. (Author/DI)