Studies by the Exemplary Center for Reading Instruction and others reveal that teacher characteristics account for beginning readers' performance more than do program characteristics. To be most successful in acquiring reading skills, pupils need teachers who provide enough time for practice in skills, who can prompt (model, demonstrate) the correct response but gradually phase out prompting, who can elicit responses from pupils, who can diagnose and prescribe instantly when incorrect responses occur, who believe in the students' ability to learn, and who employ consistent behavior-management techniques. In order to achieve excellence, teachers should be aware of these characteristics and be able to apply them. In addition, the identification of reading and language arts skills, the utilization of inservice education, and the development of positive esteem for the teacher role are essential. (KS)