A method for analyzing instructional techniques employed during reading group instruction is reported, and the characteristics of the effective reading teacher are discussed. Teaching effectiveness is divided into two categories: (1) how the teacher acts and interacts with children on a personal level and (2) how the teacher performs his instructional duties. Teacher behaviors in the affective and cognitive domains are considered. To combat the inefficient and ineffective uses of instructional time, a Guide for Observing Reading Instruction was developed. Designed to be used by two observers, data are to be collected in the following areas: (1) time spent in teacher talk, (2) time spent in student talk, (3) number of interchanges between teacher and student, (4) time each student talks or reads aloud, (5) types of teaching activities, and (6) approximate time spent on each activity. Uses of the guide, notational procedures, and examples are presented. References are included. (WB)