Most schools recognize the need to conduct inservice training programs supervised by reading consultants in order to realize the potential of teachers during their preservice education. To be effective, an inservice training program for elementary reading teachers should first be viewed by the participants as an aid to improve the teaching of…

The management of a reading program should be based on objectives rather than on tasks. There are eight functions that apply to successful management: planning, organization, staffing, direction, control, innovation, representation, and communication. The R3C concept (reading coordinator, reading committee, reading center) is helpful to delegate…

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…

This paper discusses the ambiguity which characterizes the role of the reading consultant in the public school. Instead of assuming the quasi-administrative role which is traditional, the consultant should be made a special administrator with power equal to that of the building prinicpal; he or she should fully understand the forces operating…

Describes staff development and program development possibilities for secondary remedial reading programs. (MKM)

Explores three possible sources of influence which the experimental psychologist may have upon the reading instructor: psychological findings, psychological models, and research methodology. Discusses who is responsible for applying psychological findings to educational concerns. (JM)

Describes an instrument, the College Reading Specialist Competency Checklist, that assesses the competencies of reading and study skills specialists. (HOD)

Author considers two of the major issues in reading debated in the sixties: how to start; when to start. (GB)

Presents the International Reading Association Code of Ethics, which sets forth four ethical standards for professional relationships and five ethical standards for reading services. (MKM)

Presents ERIC documents that provide information about the competencies needed to become a successful reading specialist and about the manner in which those competencies might be gained. (FL)

Argues that building communication bridges with strength and understanding, clear of barriers, is the foundation for success as a reading supervisor. Also argues that keeping the lines of communication open--and sending clear messages--will enhance the reading supervisor's role and add credibility to that position. (RS)

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…

Reviews five myths about delegating responsibility which block effective delegation and discusses nine guidelines for successful delegation. (RS)

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)