Intended for reading specialists who wish to become expert resource persons, this book provides a number of suggestions on how to bring about change in the attitudes of other educators concerning the place of the reading specialist in regular classroom settings. The nine chapters of the book provide the following information: (1) an overview of the role of the reading specialist as a resource person; (2) the role of the specialist within the school organization, including ways to find agreement with others about goals and procedures and ways to determine sources of authority; (3) guidelines for effective communication within the school organization; (4) necessary interpersonal skills and personal characterisLics of the specialist; (5) leadership in the resource role; (6) decision making procedures; (7) using external resources, such as those offered by governmental, higher education, and professional organization agencies; (8) the rights of others, including students' rights to see official records concerning themselves, to privacy, and to the fair use of their test results; and (9) self-evaluation procedures. Four appendixes discuss preparing for a job interview, preparing for the first week of school, tips on working with a teacher in the classroom, and a checklist for measuring attitudes about parent involvement in the reading program. (FL)