Abstract
Teacher education for reading instruction is undergoing rapid change in response to several professional pressures. The focus is fast shifting to competency attainment. Programs are becoming individualized through the use of self-contained modules utilizing educational technology. Professional organizations, like I.R.A., are facilitating the changes.
Useful modules provide objectives and background information, the latter through audio and videotapes and readings. Examination of teaching materials, observation of classroom practices, simulation, and microteaching are also used. Mastery tests of a performance nature evaluate student progress.
The new programs are changing the facilities and equipment needed, as well as the task of the reading methods professor. They demand that he bring to his duties a new set of background experiences and expectations for his students.