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ERIC Number: ED052910
Record Type: RIE
Publication Date: 1971-Apr
Pages: 5
Abstractor: N/A
Reference Count: 0
Preservice Experiences and Teaching Responsibilities for Specialists in Reading.
Shore, Jack L.
An informal survey in 19 public elementary schools in Seattle, Washington, revealed what teachers and principals feel should be the basic preservice experiences and teaching responsibilities of reading specialists. It was summarized that reading specialists should be able to answer positively the following questions and their implied subquestions: (1) How well do they relate to people? (2) How well informed are they about how children learn? (3) How well do they understand the language that children bring to school? (4) How well can they teach the many tools of communication? (5) How well do they appraise children? (6) How well do they know and use many approaches to reading? (7) How well do they know how to develop independent reading? and (8) How well do they know what children are reading? The author saw little need for specialists to serve as clinicians in a clinical setting in an elementary school. Rather, it was felt that reading specialists should be able to operate with whatever space, materials, and equipment are available within the monetary limits of the system within which they work. And finally, he concludes that reading specialists should be willing to do anything short of immorality to teach children the tools that they need to get through our system as it is set up. (VJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the meeting of the International Reading Association, Atlantic City, N.J., Apr. 19-23, 1971