What reading consultants do varies considerably from person to person as there is variability in the role each reading consultant perceives as his or her responsibility. To assist reading consultants in prioritizing their roles to meet their constituents' needs, 113 elementary teachers enrolled in graduate reading classes at the University of Central Florida were asked their opinions concerning the roles and functions of reading consultants and/or supervisors. Teachers were given a five-part semantic differential rating scale and asked to rate 30 activities individually according to how strongly they felt the reading consultant would be aiding them in their teaching by providing expert assistance. For purpose of analysis, the 30 separate activities were grouped into three categories: (1) functions of the specialist concerned with direct classroom instructional assistance; (2) activities of an inservice training nature; and (3) the consultant in the role of administrator. Analysis revealed that there were two clusters regarding functions and activities of the reading specialist: prime functions and secondary functions. Some of the prime functions included: be available to teachers for conferences and direct assistance; help teachers adapt their materials and procedures to prescriptive teaching; and conduct inservice workshops. Some of the secondary functions included: assist teachers in developing classroom reading centers; serve as a resource person to teachers for teaching materials; and coordinate the development of a system-wide curriculum guide. (Three tables of data are included, and 18 references are appended.) (MS)