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Abstract

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.

Comments

Christy and Editorial Team,

Thank you for this opportunity to submit a final copy of this manuscript. Our team has reviewed formatting, completed a thorough review with some small word choice edits, and unmasked the blind references and citations.

I am attaching two copies below, one with track changes and the other with these changes accepted.

Thank you,

Allison Dagen

DOI

10.25148/lpr.009338

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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