In this article the authors have summarized what appears to be the most important implications coming from the recent research on teaching behaviors in reading. This study indicated that: (1) trained teachers display method prescriptions while untrained teachers do not; (2) teacher personality influences teaching behavior; and (3) because teachers have difficulty gauging the ability level of children, they place children into reading ability groups according to some non-competence based criteria established to determine their learning potential. Teachers were also found to be the predominant actors in the classroom, because they restrict--quantitatively and qualitatively--the participation of children. The potential of child-child interaction are seldom recognized as a part of the learning situation. There is, in the author's opinion, a need for future research to explore children's visible attributes, which teachers use for judging their learning potential, and to explore the kind of inservice training needed to promote the occurrence of teaching behaviors which help children learn. (Author/WR)