Chapter I teachers as reading facilitators through connecting the comprehension-composition processes

Reading teachers in Chapter I school programs are currently following a job description based upon expectations of the past (Robinson & Pettit, 1978). Traditionally, the solution for schools\u27 reading problems has been to employ specially trained teachers to work with students on a referral basis outside the classroom. An increased interest in reading and an abundance of government funding during the 1950 1 s and 1960 1 s served to reinforce this plan. The emphasis in these remedial programs was on correcting reading failure after it had happened rather than preventing it (Smith, 1962)