THE RESULTS OF A STUDY OF THE TIME ALLOCATED TO VARIOUS ASPECTS OF LANGUAGE ARTS BY 48 TEACHERS OF 1,600 FIRST-GRADE DISADVANTAGED URBAN CHILDREN IN NEW YORK CITY ARE REPORTED. TWELVE CLASSES EACH WERE ASSIGNED TO ONE OF FOUR METHODS USED IN THE CRAFT PROJECT (COMPARING READING APPROACHES TO FIRST-GRADE TEACHING WITH EDUCATIONALLY DISADVANTAGED CHILDREN) -- (1) BASAL READER, (2) BASAL READER WITH PHONOVISUAL TECHNIQUES, (3) LANGUAGE-EXPERIENCE, AND (4) LANGUAGE-EXPERIENCE WITH AUDIOVISUAL SUPPLEMENTATION. TEACHER LOGS WERE COMPLETED BY THE TEACHERS DAILY FOR NOVEMBER AND DECEMBER 1964 AND FOR 5 CONSECUTIVE DAYS OF EACH SUBSEQUENT MONTH TO MAY 1965. DATA COLLECTED SHOWED THAT THE TEACHERS EMPHASIZED APPROPRIATE ACTIVITIES FOR FIVE READING ACTIVITIES AND 10 SUPPORTIVE LANGUAGE ARTS ACTIVITIES, BUT THEY DIFFERED SIGNIFICANTLY IN THE TIME SPENT FOR SIX OF THESE ACTIVITIES. THE SIGNIFICANT DIFFERENCES WERE IN THE DIRECTION CONSISTENT WITH THE ASSIGNED METHODS OF INSTRUCTION. EXAMPLES OF THE TEACHER LOGS USED ARE APPENDED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONFERENCE (CHICAGO, FEBRUARY 19, 1966). (NS)