Observational instruments were developed for measuring the visual attention and verbal reactions of children watching "The Electric Company." Using the instruments, ten primary school classrooms, representing a broad range of classroom structures, were observed five or six times. The measures of attention proved to be reliable, and results showed children to be attentive regardless of ability. Those in the top and bottom quartiles exhibited slightly less observable reading behavior. Other findings indicated: (1) that all children showed less attention when placed among children of low reading ability; (2) that written messages on the television screen were more likely to be read when not accompanied by voice-over; and (3) children were more attentive in structured classrooms. This report describes the observational instruments and sample selection, presents tabular summaries of observations, and discusses the results. (EMH)