Instructional Leadership Excellence (ILEAD)
School of Education
Rose Mary Mautino
International Reading Association, IRA, Nemeth, Reading Specialist, Standards
This study describes the actual, perceived, and ideal roles of the reading specialist as compared to the Elements found within of the International Reading Association's Standards for Specialized Reading Personnel, Revised, 2003 (IRA, 2004). Reading specialists, classroom teachers, and principals involved at the third grade level participated in this study. The purpose of this study was to discern how closely the practices of the reading specialists in Allegheny County conform to the Standards for Reading Professionals, Revised, 2003 (IRA, 2004) with specific reference to third grade settings. The total research population was 381, 127 each of the subgroups. However, 71 total participants returned surveys and power limited the findings. Overall, the respondents in this study reported that the specialists were following Standards 2, instruction and 3, assessment. The roles of instruction, assessment, and professional development were reported as most ideal. The specialist was reported as performing a resource role but respondents reported a need for the specialist to model lessons. The most serious limitations, were time to instruct and assess students, time to collaborate with other school personnel, and high student to teacher ratio for specialists. A need to redefine the role of the specialist, to include time to collaborate and provide professional development, was reported.
Nemeth, B. (2006). Reading Specialist Practices at the Third Grade Level in Allegheny County, Pennsylvania (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/972