In order to determine how to enable teachers to become more effective in individualizing reading instruction, 75 preservice teachers who were enrolled in a general education course were observed as they tutored second and third grade children in reading twice a week for one semester. A brief analysis of the literature on the behavior of teachers in one-to-one instructional interaction and an exploration of preservice teacher behavior in tutoring reading suggest that preservice teachers might need instruction geared to help them do the following: (1) adapt teaching behaviors to the level of difficulty of materials and concepts taught, (2) develop skill in giving and interpreting directions, (3) develop skill in constructing a sequence of facilitating questions, (4) gain facility in dealing with open or unpredictable responses from children, and (5) gain the ability to redirect the behaviors of children who attempt to control reading instruction. The study also suggests that publishers might adapt and clarify directions given for children's exercises since much teacher time is given to reinterpreting directions. (JF)