Significant relationships were found between how teachers teach and how much children learn in reading and mathematics. The study's purpose was to relate classroom observations of experienced elementary school teachers' interactions with their students to changes in the pupils' performance on various measures of reading and mathematical understanding and skill. It was concluded that a pattern of teaching practices is more likely to be related to learning than a single practice, and that effective teaching practices will differ according to subject matter and grade level. In brief, the significance of this study is that effective teaching methods, as well as less effective methods have been identified. This summary describes the methodology and results of the entire study, but does not present the technical details concerning measurement and statistical analysis. Summaries of special studies, intensive studies of the major sources of data and special research studies are included. (MV)