Intended for use by individuals, teacher education institutions, private and corporate educational, vocational, and social agencies, and the general public, this guide presents the International Reading Association's recommendations for the preparation of teachers concerning knowledge of the reading process and reading instruction. The document's major sections describe the designated roles and responsibilities, academic preparation, and competencies of classroom teachers, reading specialists and allied professionals. Role responsibilities of early childhood and/or elementary and secondary teachers are delineated. The following roles of reading specialists are described: diagnostic-remedial specialist, developmental reading-study skills specialist, reading consultant/reading resource teacher, reading coordinator/supervisor, and reading professor. In addition, the functions of special education teachers, administrators, and support service providers as allied professionals are presented. The knowledge areas and competencies presented relate to teachers', reading specialists', and allied professionals' preparation in the teaching of reading, language, and thinking. Competencies based on roles are outlined in graphic form under the following major categories: (1) linguistic and cognitive bases for reading, (2) comprehension, (3) word identification and vocabulary, (4) appreciation and enjoyment, (5) diagnostic teaching, and (6) continuing program maintenance planning and improvement. (JD)