At present there is controversy among members of the International Reading Association (IRA) regarding the role that IRA should assume in addressing the questions of accrediting graduate programs in reading education and certifying reading professionals. In this document, four reading educators present their views on these issues. The first article lists possible reasons for having IRA move into the areas of certification and program approval and raises questions for consideration by those contemplating such an endeavor. The second article argues that IRA must aggressively pursue the certification and accreditation issue or face the eventual demise of the reading specialist. In contrast, the third article states that IRA should not become involved in certification and accreditation since doing so would stifle innovation and hamper institutions that are dedicated to program improvement. The final article cites problems created by the present lack of standards and suggests approaches through which IRA can establish standards for monitoring the quality of the profession. (GW)