The verbal interaction patterns of selected teachers during a rather structured portion of the reading instruction process were explored. The objectives were (1) to determine if persons identified as above-average elementary classroom teachers of reading differ in these verbal interaction patterns from those identified as beginning teachers during the story-review phase of the Guided Reading Activity (GRA), (2) to determine if above-average elementary classroom teachers of reading have similar verbal interaction patterns, and (3) to develop a conceptual model of the verbal interaction pattern of an above-average elementary classroom teacher during the story-review section of the GRA. Teachers observed were five first-year beginning teachers of grades 3 through 6 and six experienced teachers in the same grades who had been rated as above-average in their teaching of reading skills. Analysis of the data showed no statistically significant difference between the teachers. A bibliography is included. (NH)