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Reading Teachers One of the popular clich s in schools is that every teacher is a teacher of reading That probably is true, but some teachers specialize in reading They are licensed to work with students from kindergarten through grade 12 Typically they teach and tutor children in the elementary school and
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sometimes in middle or junior high school who are below grade level in reading These often are deprived or disadvantaged children, or those with learning disabilities Reading specialists often begin by administering a diagnostic test to determine the student s reading dif culty This usually includes attention to reading, writing, speaking, and listening because of their natural relationship Reading specialists then interpret the results and prescribe remedial work to improve a youngster s literacy skills They may take children from the regular classroom during the school day to conduct remedial work This approach is called a pull-out program The emphasis may be on such skills as decoding and phonics, but it also may encompass a broader approach to improvement in literacy Reading specialists support their efforts by conferring with the regular classroom teachers to build continuity and reinforcement in the approaches used to improve a youngster s literacy The reading specialist and the classroom teacher, who may have special preparation in teaching literacy, often work from different materials, so ensuring continuity and fostering the integration of classroom and special assistance are essential Reading specialists also consult frequently with parents on giving help and encouragement at home When there is time, reading specialists may work with high-achieving children for enrichment purposes Five- or six-year-olds who are advanced in language development often need special attention, support, and encouragement to stay interested because the regular pace of instruction in the classroom becomes monotonous and boring to them The trend in the rhetoric on reading, and on literacy in general, seems to be away from a hard-driving emphasis on mechanics and basic readers toward a wider use of children s literature, development of an interest in reading, and creation of relationships between a child s reading, writing, speaking, and listening However, practice and public pressure still are focused on developing reading skills, pure and simple, with a primary goal of improving test scores The No Child Left Behind Act appears to have that emphasis One sign of a broadening view is the development of an emphasis on children s reading and the relationship of writing to reading Computers often are used as part of such an approach For example, the teacher may employ computer programs that enable the student to proceed at his or her own pace Such programs are self-correcting and include built-in rewards
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Many classroom teachers have completed courses in language arts and reading in their undergraduate programs, and an estimated 25 percent of elementary school teachers have a reading endorsement on their license Reading specialists are prepared at the master s level, usually after they have earned a bachelor s degree, received licensure in elementary or secondary education, and acquired teaching experience The International Reading Association (IRA) recommends that the master s degree program include several advanced courses, including basic reading and language arts, children s literature, assessment, and developmentally appropriate literacy Certi cation as a reading teacher or a reading specialist is usually represented by an endorsement on a regular teaching license IRA offers inservice education and a host of other resources for classroom teachers, reading teachers, teacher educators, and others who teach reading The reading teacher may be on the regular-teacher salary schedule (see 2) or an administrative salary schedule (see 3) Applicants for such positions should inquire about salary and salary schedule before signing a contract
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