Systematic classroom observation instruments were used to study the relationship between observed classroom behaviors--specifically student coping style and teacher control--and student growth in reading. Classroom behaviors were recorded in the fall and the following spring with the use of the Coping Analysis Schedule for Educational Settings for student behaviors, and the Florida Classroom Climate and Control System for teacher behaviors. Data were analyzed separately for two types of classroom environment: either teacher directed settings or program directed settings. Multiple regression analysis of mean scores on all variables for 60 classrooms was used to identify the predictors of reading achievement at the end of the school year. Reading achievement tests appropriate for the particular grade level (between grade 1 and grade7) were administered; they included The Scott Foresman Initial Survey Test, the Comprehensive Tests of Basic Skills, and The Iowa Tests of Basic Skills. Socioeconomic status and various scores from the two rating scales also predicted most of the reading scores variance. (CTM)