This paper provides statements of teacher competencies that are essential for diagnosing reading difficulties of learners. These statements are organized into three orders of teaching competencies. First-order statements describe in broad terms eight kinds of teaching competencies related to diagnosis of reading difficulties. Second-order statements list for each of the first-order statements the next level of specificity of performance. Third-order statements describe the next higher level of specificity of the intended communications of second-order statements. The author states that the lists are incomplete and untested and that more accurate lists will evolve. An 11-item bibliography is included. (PD)