ABSTRACT
Many types of teachers and specialists have instructional responsibilities for students with reading disabilities. The standards set for the preparation of different types of teachers have distinctions separating them from one another. Teacher preparation paths may even con ict with one another for those preparing to work with students who have reading disabilities. Nonetheless, the preparation of all teachers should be centered on three primary concerns: what kinds of knowledge, what skills, and what professional commitments are needed to be effective (Bransford, Darling-Hammond, & LePage, 2005). For preparation of teachers who instruct children with reading disabilities, these three concerns vary depending upon who is doing the preparation and his or her understanding of the needs of children experiencing dif culty in learning to read.
