School-based Reading Specialists in Newfoundland and Labrador

Optimally positioned to lead change

Abstract

This qualitative study focused on the literacy leadership of School-based Reading Specialists (SbRSs) in Newfoundland and Labrador, Canada. Research on reading specialists is scant, particularly in Canada. Studies completed thus far agree that the role is not clearly defined, and more research is needed. This study aimed to understand the experiences and perspectives of the participants through an examination of leadership, specifically how reading specialists describe and position themselves as instructional leaders. Thirteen SbRSs participated in two virtual focus groups in October and November 2023 to discuss their experiences. The focus groups' discussions were structured around three research questions: What evidence is there that reading specialists view themselves as literacy leaders? What do they perceive as potentially supporting their leadership? What do they perceive as potential barriers to their leadership?