This paper proposes a list of criteria for the stating of competencies for teachers of reading and the related language arts. Based on a recognition of the basic interrelationships among the language arts, each of the eight proposed criteria further defines adequate competency statements. Briefly stated, the author proposes that these statements should avoid jargon, provide specific and detailed guidance, specify desired teaching-learning acts, include a variety of options, state entry, advanced, and specialization levels, and be grouped in modules. A tentative list of modules for the teaching of reading and an example of a complete module on reading evaluation and diagnosis are given. (TO)