Specialized literacy professionals as literacy leaders: results of a national survey

Rita M Bean, Diane Kern, Virginia Goatley, Evan Ortlieb, Jennifer Shettel, Kristine Calo, Barbara Marinak, Elizabeth Sturtevant, Laurie Elish-Piper, Susan L'Allier, Mae A Cox, Shari Frost, Pamela Mason, Diana Quatroche, Jack Cassidy

Research output: Contribution to journalArticleResearchpeer-review

15 Citations (Scopus)

Abstract

This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists must be nimble, and they require more in-depth preparation to handle the leadership demands of their positions.
Original languageEnglish
Pages (from-to)83 - 114
Number of pages32
JournalLiteracy Research and Instruction
Volume54
Issue number2
DOIs
Publication statusPublished - 2015

Cite this