Education Needed for a Title One Reading Specialist

The Reading Matrix
Vol. 1, No. 2, September 2001

CHANGING ROLES OF TITLE I READING TEACHERS IN Calorie-free OF NEW PROVISIONS AND TEAMTEACHING MODEL Abha Gupta and Eileen Oboler

Abstract

We nowadays the of import and very complicated roles of the Title I Reading teacher in light of a new instructional paradigm: teamteaching. Following the 1994 reauthorization of Title I, Reading teachers oftentimes find themselves in multiple professional roles (Improving America'due south Schools Act, 1994). Based on observational information nerveless in our research on simple school communities, five major categories of professional roles emerged (Oboler, 1993; Gupta and Oboler, 1998). We interpret Reading teachers' roles with respect to the new provisions constitute in the Interim Report, 1996, issued by the U.S. Department of Pedagogy (http://www.ed.gov/pubs/NatAssess), and Title I, Part A, Title I of The Educational Excellence for All Children Act of 1999 (http://www.ed.gov/offices/OESE/ESEA). Diverse dependent roles; such as, resource instructor, mentor, intern, team teacher, and administrator are subsumed under the title, Reading Teacher / Literacy Specialist. A teamteaching model for instructing students at-risk, in compliance with federal regulations, demonstrates successful collaborative teaching practices to maximize student learning opportunities.

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Introduction

The purpose of this commodity is to focus on the changing roles of today's Championship I reading teachers based on irresolute Championship I guidelines in light of a "teamteaching model." The authors argue that with the changing dynamics of school environments, Reading teachers' roles are irresolute; the roles are more than broadly defined. The emerging roles vary from that of a traditional Reading teacher to a resources instructor, a mentor, an intern, a team instructor, an administrator/supervisor, a parent liaison, a staff developer, a commission fellow member, and an evaluator. These roles are described in this article, citing Championship I federal guidelines and the "new provisions."

Reading is a number one priority in public schools in the United States and the role of the Reading teacher is changing dramatically. Refocusing federal legislation and program design for Championship I are impacting the change in roles. Teachers hired as Reading teachers, specialists, are charged with the responsibility of instructing our students to read. Over the years, the Reading teachers take worn many different hats. One such teacher, Rachel, from an urban southwestern unproblematic school, discussed the changes in her responsibilities as a reading instructor. She revealed: "Who I am is changing drastically. When I started Chapter one [now Championship I] it was a pullout, basically remedial, small group instruction" (Oboler, 1993). Rachel fabricated that remark with much optimism and seemed satisfied with how things were going, but was somewhat unsure of what the future would hold. More a decade later on, Reading teachers go on to wait to the future.

Today Rachel's comments reverberate the still-changing dynamics of the Title I plan. Title I programs in the U.S. serve students at risk of school failure who live in low-income communities. The program grew out of President Johnson's, State of war on Poverty, efforts. Beginning with the passage of the 1965 Elementary and Secondary Education Act (ESEA), federal back up for uncomplicated and secondary education presently totals nearly $viii billion, reaching more one-half the schools in the country. Today eleven meg students are served by Title I in more than 45,000 schools. It is the most expansive federal investment in elementary every bit well equally secondary schools; however only one-tertiary of the at-risk student population is served. Two-thirds of the students are enrolled in grades one through half-dozen (U.S. Department of Education, 1999). For 30 years, Title I has been helping to improve pedagogy for students in low-income areas. According to the National Assessment of Affiliate 1, "Championship I" focused the attention of policymakers and educators on the needs of poor and educationally disadvantaged children (U.S. Department of Educational activity, 1999; Public Law 89-10).

Every iv years the Title I programme is subject to reauthorization and is presently in committee for its year 2000 reauthorization. Reauthorization of the Title I programme in 1996 made some meaning changes. One of the most pregnant changes relating to pedagogy is the instructional paradigm shift from the traditional "pullout" model (identified at-risk students are taken out of the regular classroom to receive remedial services by a Title I teacher) to a new "inclass / teamteaching" model ,whereby both Championship I Reading teachers and classroom teachers work with at-chance students in the classroom (Allington, 1993; International Reading Association, 2000).

Irresolute Needs, Changing Roles

Current research (U.S. Department of Education, 1999) supports a irresolute philosophy for educating children in our schools. During the late 1980s and continued through the early 1990s the gap in students' accomplishment widened. Title I, thereby, was restructured to focus on the same loftier standards for all students, highlighting "...a clear focus on raising standards for all children...," and emphasizing "...loftier-quality teaching..." (U.S. Department of Education, 1999). This pragmatic view addresses education in classroom work, rather than worksheets used to remediate students every bit in a deficit model of instruction (Allington, 1993). A national endeavor to bring the Reading specialist into the classroom is underway. This collaborative instruction model, nosotros contend, depends on implementing "teamteaching" practices. Teamteaching is not very new, simply is non usually implemented, peculiarly in elementary schools.

Alter in educational practices is tedious. Perhaps it needs to exist boring, in lodge to include every fellow member of the Title I community: specialists, administrators, parents, and students. Otherwise, in our zeal for quick educational reform, and to be on the cut edge, nosotros delegate change rather than support a lesser-up creation of alter (Cuban, 1988). Alter within schools needs to address private school needs and create an environment whereby the stakeholders, i.e., the Title I community, may accept ownership of change and accept voice in decisionmaking through a forum for word. Title I, Role A (U.S. Department of Education,1999) proposes the need for all schools to have parent compacts and integrate family literacy services.

Inherent in the notion of program modify is the concept of teacher change. According to Apple (1986), it is the programme that drives the curriculum; it and so follows that it is the teacher who delivers the plan. Change is a socio-political procedure (Fullan and Steigelbauer, 1991) and the instructor as implementer is crucial. A program plan is just role of the change, deciding how the program can all-time be implemented in a school addressing its students' needs is a major responsibility for the teachers. Both, reading and classroom teachers in a school must participate, with the support and input of the whole Title I community. The Reading instructor is a cardinal stakeholder in the change process (Oboler, 1993).

A Bird's-eye View of the New Provisions

The preauthorized Title I aims to meliorate the fundamental quality of curriculum and instruction for students served through the plan, whether Title I provides services to individual students or supports whole school reform. Using Title I to back up enriching curriculum and teaching requires that schools:

Utilize effective strategies to improve children'due south accomplishment in basic skills and core academic areas by increasing the amount and quality of learning time and emphasizing instruction by highly qualified professional person staff; and Provide students who have problem mastering established standards with additional help that is timely and effective.

Title I fundamental elements on schoolwide reform are 6-fold: (1) maintain a clear focus on raising standards for all students; (ii) strengthen accountability in districts and schools; (3) reward improvement and success; (four) increment funding to promote student functioning past increasing state funding from 2.5 to 3.5 % in the 2003-4 school yr; (five) emphasize high quality pedagogy; and (half-dozen) strengthen schoolwide efforts in high-poverty schools with an emphasis on schools with a 50% student eligibility criteria (U.S. Section of Education, 1999).

By requiring that Title I schools hold students to the high achievement standards approved past their state, the law presumes that Title I resources will help these students to acquire the full range of knowledge and skills expected of all students. This is yet another area of change. Title I is no longer intended to operate solely as a remedial programme focused on low-level skills development.

The Roles of the Reading Teacher/Literacy Specialist

A Reading teacher should exist a licensed or certified teacher in accord with the laws and regulations of the state in which the teacher is working. Currently, "...all new teachers paid by Title I or working in a Title I school operating a schoolwide plan would need to be certified in the field in which she/he teaches or has a bachelor'due south caste and is working toward total certification within three years" (U.Southward. Departmentt of Education, 1999).

A Reading teacher, in addition, has often worked towards avant-garde professional person evolution, education, and /or licensure or state certification. The label, Reading instructor, is not usually held simultaneously past a classroom teacher. A Reading teacher is oftentimes regarded as a Reading specialist. The nomenclature for a reading teacher varies from literacy skills specialist, language arts specialist, to a advice specialist. For the purpose of this paper, the authors use the term "Reading teacher" throughout the paper because of Championship I specifications and apply of the term. The post-obit is a list of five major categories of roles which evolved from observations of Reading teachers' practices (Oboler, 1993; Gupta & Oboler, 1998).

I. Reading Teacher/ Literacy Specialist

• Resource Teacher
• Mentor
• Intern
• Team Teacher
• Administrator/Supervisor

Ii. Reading Teacher/Parent Liaison
III. Reading Teacher/Staff Programmer
Iv. Reading Instructor/Committee Member
V. Reading Teacher/Evaluator

The in a higher place roles are dependent on Reading teacher and classroom teacher collaboration in addressing pupil's educational needs. As a "teamteacher," for instance, a Title I Reading instructor may model practices (mentor) while providing resources (resource teacher), or every bit a Reading instructor may provide staff development (staff developer) for the school faculty. In other words, the roles of the reading teacher are all inclusive, yet flexible.

Mostly, the responsibilities and roles of teachers are shaped by the district office and the school administration based on how district coordinators/supervisors and administrators interpret compliance with federal regulations. In addition, the school civilisation, as a way of life based in beliefs held by the school community and practices within the school, ofttimes defines how these roles are construed and practiced. Post-obit is a descriptive explanation of each of the roles mentioned above.

I. Reading Teacher/ Literacy Specialist
The school customs regards the Reading teacher as an expert who knows how to teach reading. As an expert, the reading teacher is ofttimes invited to participate in school committees requiring her/his special expertise. These committees include curriculum planning, book adoption, and school reform planning. At times, the Reading teacher's participation is requested on a "child-written report squad," assessing special education referrals. The primary role of the Title I Reading teacher, according to federal mandates, is described as that of a teacher who works with targeted students, identifies students, and "uses effective strategies to improve children'due south accomplishment in basic skills and cadre academic areas and provides timely and effective assistance" (U.S. Department of Education, 1999).

Resource instructor.
Oft Reading teachers have professional development or educational experiences enabling them to provide current research-based alternative instruction and evaluation practices. As a fellow member of the professional community, they often are members of professional groups, subscribe to electric current journals in the field and are enlightened of current literature, software, and activities to enrich learning experiences. They could be chosen upon, within the clarification of this role, to be responsible for:

• providing staff evolution, accessibility of materials, building bridges between colleagues, networking with staff;
• assisting in grant writing, providing workshops for administrators and awareness sessions for parents and community members;
• diagnosing transferred or new students to school for initial placement in reading;
• initiating schoolwide reading incentive programme (e.one thousand., Reading Is Fundamental); consulting with classroom teachers, student educational evaluators and be involved in boosted federal initiatives such equally America Reads or other volunteer tutoring programs.

Mentor.
Reading teachers with many years of feel, working with a novice instructor may observe their roles alter from practicing teachers to mentors for a novice or other experienced practicing teachers. The new roles might involve role-modeling, directing lesson plans, reflecting on instructor/learning, updating current practices in instruction and evaluation. This experience is meaningful for both mentor teacher and teacher intern. An experienced Reading teacher can exist a very effective role model and a resource person for a classroom teacher by introducing new reading strategies, employing innovative techniques and addressing current literature.

Intern.
Conversely, a novice Reading instructor can be an apprentice, learning on the chore from a more than experienced classroom teacher. This may involve learning virtually classroom management, implementing and adjusting teaching methodologies with a larger and a more varied grouping of students. Learning about integration of content areas beyond the curriculum would likely take place during content surface area blocks, rather than during reading or language arts. Reading teachers acquire about scope and sequence or state standards for learning in content areas.

Team teacher.
The new Title I guidelines emphasize minimal pull-out of identified Title I children from regular classrooms based on the disadvantages of pullout (Allington, 1993). The inclass model of instruction promotes a more than positive approach by allowing the Reading instructor to visit the classroom and piece of work in the classroom team education with the classroom instructor. A multifariousness of instructional methodologies may be used by the two teamteachers to work with the unabridged grade or only identified, targeted students. These methods range from parallel teaching, small grouping instruction, mini-lessons, private conferences, students floating among different centers to complementary teaching (where both teachers employ different aspects of the lesson to exist taught) and writing workshops. These are some splendid means in which both teachers are constructive in maximizing learning in the classroom.

Teamteaching can be very productive but besides very challenging, peculiarly for the Reading teachers, who are assigned to different classrooms during a day and work with various classroom teachers who may not be in agreement with their philosophical beliefs and pedagogical orientations. Flexibility is the key for both partners. A philosophy that allows teachers the flexibility to balance their literacy instruction will facilitate reading evolution (Boothroyd, 1999). Most importantly, with a strong commitment to collaborate, teachers tin maximize their strengths in cognition and teaching.

The technical issue of serving not-identified students past Championship I personnel in target-assist schools is an ongoing dilemma for Title I teachers as well every bit administrators (schoolwide programs exercise not take this dilemma because all children may be served past the Title I personnel). Compliance with federal regulations requires supplementing, not supplanting (duplicating services). The "incidental inclusion clause" is discussed nether the heading, "More than About New Provisions.…

Administrator / Supervisor.
Federal regulations crave Title I reading teachers to continue formal records of all students. The protection of confidentiality is an of import part of this procedure. In target-assisted programs, parent permission slips are required of every participating Title I student. The standardized test scores, pre and mail service test information, as well every bit other information regarding final grades, are usually kept in each educatee's folder. Reading teachers may be required to submit monthly monitoring forms related to skills covered in reading each month with each identified child. Goals for students' instructional evolution need to match goals every bit stated in school'due south standards every bit related to country standards.

Some Reading teachers' roles in the classroom may include that of a participant observer or a supervisor. In a typical situation, the classroom teacher teaches while the Reading teacher moves among the students or assists those students who need help with the classroom piece of work. This situation could occur in an inclass program where the classroom instructor and the specialist have turns instructing and supervising.

The remaining roles of the Reading teacher: parent liaison, staff programmer, committee member, and evaluator are presented in the post-obit section through the interpretation of the legislated new provisions.

More About New Provisions and More Reading Teachers' Roles
The U.Due south. Section of Education includes the following clause called, Incidental Inclusion (for Target Assisted Programs), and recommends:

A school may provide, on an incidental footing, Title I services to children who have not been selected to participate in the Title I programme. This would be allowable only if the Championship I plan:

• Is designed to meet the special educational needs of the children who are failing, or well-nigh at risk of failing, to meet the State'southward challenging pupil performance standards and is focused on those children; and
• The inclusion of non-Title I , Role A children does not - Decrease the amount, duration, or quality of Part A services for Part A children; Increase the price of providing the services; or Event in the exclusion of children who would otherwise receive Role A services. (U.S. Department of Education, April 1996, Policy Guidance for Title I, Part A, Improving Basic Programs Operated by Local Educational Agencies)

Part A of the New Provisions
[The Local Didactics Agency] LEA establishes multiple, educationally related, objective criteria to determine which children are eligible to participate in Part A. Each targeted assist school may supplement these criteria and selects, from among its eligible children, those who are in greatest need for Part A assistance. Children eligible for Part A services must exist from the following population:

• Children not older than age 21 who are entitled to a free public education through class 12.
• Children, who are non yet at a grade level where the LEA provides free public education, however are of an age at which they can do good from an organized instructional program provided in a school or other educational setting. 1999 legislation includes a statement regarding preschool children of any age must be included as long every bit they volition benefit from organized instructional program" (U.S. Department of Instruction, April 1996).
• Eligible children are children who are failing, or almost at risk of failing, to meet the Land's challenging student operation standards and subjects must include Reading and/or linguistic communication arts. (1999 legislation, Section 111(two)(B)(ii)). A targeted assistance school mostly identifies eligible children within the schoolhouse on the basis of multiple, educationally related, objective criteria established past the LEA and supplemented by the school. (U.S. Department of Instruction, 1999).

Title I legislation (1999) requires family literacy services in accommodation with parents' piece of work schedules (encounter Section 125, programme elements; ESEA S1205). Co-ordinate to PL103-382, Title I must provide activities involving parents. Section 5 of the Interim Study (U.Due south. Department of Education, 1996) discusses how each school needs to codify a program:

Jointly adult Title I policies: Each Title I school volition jointly develop with and distribute to parents a written parent involvement policy. In their policies, schools will address how they will involve parents in a timely and organized style in the planning and improvement of Title I-supported activities. Policy involvement includes developing the school-wide plan, establishing school/parent compacts, and edifice capacity to support parent interest. Policies are besides to address how schools will provide parents with information on expected students' proficiency levels and on the school'due south profiles, which present information on bookish functioning and accomplishment. In add-on, each schoolhouse district volition formulate jointly with parents a written policy that involves parents in the process of schoolhouse review and improvement. The district policy is to describe how the agency will strengthen schools' and parents' chapters for parent involvement and coordinate parent involvement under Title I with other programs, such as Fifty-fifty Start. Districts receiving $500,000 or more are to reserve at least one per centum of their Championship I funds to support parent interest activities, including family literacy and parent training programs. The district is to evaluate its parent interest policies annually, with the participation of parent.

Championship I school-parent compacts.
School-parent compacts are agreements developed between parents and schoolhouse staff to assistance children achieve success with high standards. The compacts recognize that families and schools demand to work together toward mutual goals and that they share responsibilities for each student's performance. The schoolhouse-parent compact must describe the means by which schools and parents volition develop their partnerships for ongoing advice. The legislation encourages schools to reach out to parents by implementing practices that back up strong parent participation, such as flexible scheduling of habitation-school conferences. Families and the school communities are encouraged to participate in cardinal decisions almost curriculum, teaching, assessment, and how families tin can help their children meet high academic standards.

II. Reading Teacher/Parent Liaison
Parent or family member involvement in the learning experiences of a kid cannot be taken for granted. Teachers demand to reach out to parents as much equally possible. Information technology is full general knowledge that the ratio of teacher to students is much higher than the ratio of parent to a child. A child tin can get more than individualized attention at dwelling than at school. Schools and parents share this responsibility for students' learning. Many parents respond positively to meeting with teachers, doing learning activities that are sent home, and post-obit up on teacher'southward recommendations. However, the maximum challenge that the reading teachers face up comes from a different segment of family members who are difficult to get in touch on with. We, as Reading teachers, can relate to the times when letters were sent dwelling house, telephone calls were made, for an upcoming parent conference, refreshments were provided for and few Title I parents attended. This is the biggest claiming because new regulations require parent interest. Meaningful participation through thoughtful decision-making should be the goal. Attending should be given to fourth dimension schedules for meetings, the schoolhouse environs, and provisions for transportation. These are necessary features of successful meetings with parents.

III. Reading Instructor/Staff Developer
Nigh reading teachers are members of professional organizations, attend professional reading council meetings and visit state or national conferences. They, in turn, provide professional evolution sessions for other teachers.

The Eisenhower Grant, function of the Professional Development Program of the Simple and Secondary Teaching Act (ESEA) and Goals 2000 both contain caveats encouraging and requiring staff evolution for teachers both within Title I funding and exterior of federal funding (U.Due south. Department of Education, 1999). A classroom teacher, for case, could benefit from these workshops and programs although the teacher is non receiving a salary from Title I funds.

In the Title II Professional Development Program, districts are required to provide professional development for teachers in Title I schools. Once once again, each teacher within the schoolhouse is not necessarily salaried by Title I funds. These schools identified for improvement, falling beneath targets for progress according to site-developed plans, are required to show meaningful professional development activities. I way to fund this is to apply v% or10% of annual Title I funds.

Professional development should focus on challenging land content and performance standards, thereby integrating overall reform efforts. This is a priority highlighted in all parts of the new provisions. In addition to emphasizing state standards, the legislation specifically allows states to combine Title I funds for professional development with funds from Title Ii (the Eisenhower Professional person Development Program) of the ESEA and Goals 2000. The new constabulary expands the subject areas that tin can exist supported by Title II beyond mathematics and science when high funding levels are reached:

Title I funds can be used for a diversity of professional evolution activities including training school staff to piece of work more effectively with parents and creating career ladder programs for paraprofessionals to enable them to become certified teachers. To provide external support to Championship I schools in building their chapters for improvement… (U.Southward. Department of Education, 1999).

State aid besides as federal technical assistance is available and ordinarily provided through support centers. Ongoing support through professional person development activities at school sites is crucial to implement modify (Oboler, 1993; Gupta & Oboler, 1998). Section 119(3) will amend the 1994 legislation by including a requirement for "loftier-quality professional evolution." Five percent of the Part A grant must exist used for fiscal years 2001-two and x percent for following years in regards to professional development. (U.Due south. Section of Education, 1999).

IV. Reading Teacher/Commission Member
Reading teachers often detect themselves serving or chairing various school committees: child screening, literature review, immature author, parental involvement, curriculum commission. Serving on various committees is one of the responsibilities of Reading teachers. Their expertise is widely called upon in reference to volume selection, curriculum decisions, at-risk student choice and and then on. In the planning and evaluation stages, the Reading teacher works cooperatively with the school community.

In schoolwide programs, school planning committees are comprised of classroom teachers, Reading teachers, administrators, parents, and a student representative in middle and upper grades. Planned monthly meetings accost school-based issues, i.e., school comeback plans (U.South. Department of Education, 1996).

V. Reading Instructor/Evaluator
The Reading teacher is responsible for record-keeping and therefore evaluating the programme. The number crunching statistics and the information collection of teachers' comments and students' piece of work provide both quantitative and qualitative data. Whatever inconsistency of student progress and the justification of the programme may create a dilemma. If a pupil is two years below form level in reading and shows progress, co-ordinate to results from a standardized reading test, equally a 1.v year growth within a nine month instructional menstruation, the student is nevertheless not performing "on grade level." The Reading teacher is accountable for success and failure; the educatee did not brand the form. The notion of measuring student operation as a result of standardized testing, limited to success merely if on class level, shows a lack of understanding of the learning process. Both students and teachers should be recognized every bit successful through the utilize of alternative measures as well. The current tendency to operation-based tests shows, more than accurately, what the students tin practise and allows for more than descriptive assessments of their work. One such example is the rubric scoring for testing, showing developmental levels, and assuasive for successful growth patterns equally an alternative to form levels. Portfolio assessment is another culling to traditional testing. The bottom line is to demonstrate growth through student performance in the learning process.

The Title I Reading teachers are responsible to prepare and submit reports to the district function. These reports are compiled and presented by the district to the state and federal investigators for compensatory programs. In view of the 1999 Championship I amendments, more ongoing developmental evaluations are needed to check adherence to state standards. These more in-depth evaluations should reveal students' successful incremental development.

Title I Evaluation and the New Provisions
The U.S. Department of Didactics recommends the following to evaluation of the Championship I program:

…baseline surveys of school principals and teachers, which volition provide the first indicators in the data system, offer a current snapshot of school-based perceptions of federal, state, and locally supported reforms and the extent to which reform efforts accept begun to influence changes in staff professional development, a focus on higher standards for all students, classroom practice, and parent involvement (U.Southward. Department of Education, 1996).

Championship I (1999) legislation requires ongoing functioning evaluations on students' progress. No longer is an annual standardized test score adequate. The evaluations, in addition, must match the state standards for instructional excellence and those in the schoolhouse'south improvement plans. Section three (ii) (E) (U.S. Dept. of Ed., 1999) adds a new provision on accountability. The yearly standardized tests will non be enough. The Reading teacher will have to exist role of the squad that oversees a plan to show continuous improvement as it relates to state's standards.

Give-and-take
Research supports that a "well-articulated strategy, is the primal to success" (Stringfield, 1996). Our understanding of reading has inverse. We no longer believe the myth that isolated lessons in reading produce competent readers. Our nowadays goal is to create literate learning environments through ongoing linguistic communication-based instruction. This is best done through modeling good reading practices for the students. We need to properly understand the developmental stages of our students as readers and writers as nosotros involve them in activities to develop toward the conventionality of reading and writing. In club to prepare Reading teachers for their changing roles, ongoing supportive staff evolution at the school-sites is crucial and change in teacher education programs are needed.

The Reading instructor'southward success is dependent on the delivery of the schoolhouse administration and the partnership of the classroom teacher. It is, therefore, our attempt to convey the importance of developing a teamteaching model as described in the article. Together, the new provisions of Title I legislation and teamteaching model would provide a supportive surroundings for the changing roles of Reading teachers.

The changing dynamics of the schoolhouse civilisation continues to shape the responsibilities of educators, including Reading teachers. New responsibilities create new roles with different expectations. Teacher grooming programs, particularly the reading programs in college education must address the changing roles in their curriculum to amend gear up the reading teachers. These irresolute roles include new academic, administrative and leadership challenges. According to the IRA position argument (International Reading Association, 2000, p. 101), the three major roles of reading specialists' are didactics, leadership, and diagnosis and assessment. Reading teachers must be viewed as full-fledged teachers supporting the classroom instructor. Nosotros highlight the need for close collaboration betwixt classroom teachers and reading teachers. Although the federal Championship I legislation supports teamteaching, it is not mandated. Teamteaching is a model, which supports the changing roles of the Reading teacher.

References

Abha Gupta, Ph.D. in Reading and Linguistics, University of Arizona,1991. Currently, Dr. Gupta is the Director of the Reading Center at Old Dominion Academy, Norfolk, VA. She has helped to develop an instrument for the Reading Teachers' exams and has many publications in language development, literacy, and reading. Email:agupta@odu.edu

Eileen Oboler, Ph.D. in Reading and Teacher Education, University of Arizona, 1993. Currently Dr. Oboler is teaching graduate reading courses at Bound Hill Higher, Mobile, AL. She is actively consulting for the U.S. Department of Instruction and individual inquiry institutions, as well equally reviewing items for instructor certification exams. Email:Esoboler@aol.com

Dr. Gupta and Dr. Oboler are commissioned to piece of work on the Urban Diverseness Panel of the International Reading Association. In addition, both accept many years experience as Title I Reading teachers.

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