This survey attempts to: (1) identify specific reading skills which serve to impede pupil progress in reading, (2) provide teacher input as to which reading skills they feel are most often responsible for poor reading performance, (3) provide a localized sequence of reading skills upon which they feel corrective activities may be based, and (4) provide local data from which actual development and implementation of computer managed prescriptive activities for the Memphis City Schools may be developed. Implementation of the survey included the participation of 1,772 elementary classroom teachers equally representing each of four administrative areas of the Memphis City Schools. Two forms of an opinionnaire were administered to determine the reading skills most frequently observed as those which children have difficulty learning. A descriptive analysis of the data included those skills observed by the greatest percentage of respondents. The five major reading skill areas considered by primary teachers were word recognition, word analysis, comprehension, oral reading, and study skills. The five major reading skill areas considered by teachers in grades four through six were word recognition, word analysis, comprehension, oral reading, and study skills. (WR)