The role of the reading specialist as a remedial reading teacher or as a reading consultant helping to overcome reading problems in a single school is presented. Various levels of diagnosing the extent of reading probl"ms within the school are discussed, including th" use of tests, informal inventories, and environmental factor assessment. Reading disability treatment is discussed in terms of demonstrating the need for the program, selecting the children, organizing remedial classes, and using special equipment and materials. Model programs operating in 11 school districts throughout the United States are described. They include programed tutoring, use of the coordinator as a teacher consultant, small group remedial work, use of student tutors, use of physical education to develop reading skills, teacher-parent interaction, use of special equipment and materials, a compensatory program for the disadvantaged, a junior high special class, and preventive programs. Nine steps for remedial reading program organization are listed, and common pitfalls are noted. Sample exercises for diagnostic and correctional procedures are given for perception, word identification, comprehension, reading rate, and oral reading skills. Various procedures for individualizing classroom instruction are recommended. A bibliography is included. (CM)