Reading instruction in resource rooms

Abstract

A study is reported of: 1) resource room teacher time utilization with respect to reading instruction and diagnostic responsibilities related to reading, 2) preparation for teaching reading and, 3) college and university course work requirements in reading. Results indicate that resource room teachers are engaged in activities and procedures related to reading for large amounts of their time. The thoroughness and adequacy of their preparation for teaching reading, as well as college and university requirements in reading for special education teachers, are questioned.