The role of special reading teachers is currently in flux, as local education agencies expect them to work increasingly with other teachers and parents and consequently provide less direct instruction for students. Historically, reading specialists taught disabled readers since it was hypothesized that their special training in reading diagnosis would lead to more successful instruction than was available in the regular classroom. But empirical studies questioned this advantage, and researchers discovered that most children in special reading programs were not disabled readers but slow learners. Now, specialists instruct fewer children directly, and instead coordinate formal diagnosis for the entire staff, as well as conducting inservice sessions to release teacher potential. Some of the following functions will emerge as responsibilities: (1) coordinating materials selection committees; (2) assisting in setting, modifying and evaluating program goals; (3) coordinating instruction for students with varied linguistic backgrounds; and (4) working directly with classroom teachers to introduce new methodologies--the most crucial function. Reading specialists should now be identified as reading resource teachers because their primary role has shifted from teaching students to aiding teachers. Such a resource person must stop thinking exclusively as a classroom teacher, develop leadership competence, balance theory and practice, as well as plan for overall schoolwide change in reading procedure. (NKA)