The evolving role of the school-based reading/literacy specialist and the shifts necessary for programs preparing candidates for this role are addressed in this paper. We begin by sharing a brief history of the role as implemented in preK-12 schools, with a focus on contemporary responsibilities. Then, we present a detailed account of the program level decisions aligned with the International Literacy Association Standards for Literacy Professionals 2017 (2018) and programmatic elements research (Lacina & Block, 2011). We conclude this paper with recommendations and next steps for programs who focus on reading/literacy specialist preparation and implementation of the role in preK-12 schools.
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Dagen, Allison Swan; Morewood, Aimee; Taylor, Susan; Glance, Christina; Curfman, Angela; and Goletz, Kimberly
"Preparing Contemporary Reading/Literacy Specialists: Pairing Research and Standards,"
Literacy Practice and Research: Vol. 46:
1, Article 6.
Available at: https://digitalcommons.fiu.edu/lpr/vol46/iss1/6