This report describes a field study of the relationship between instructional time and student achievement in nine grade-two classrooms. Amounts of time allocated to reading and to instructional settings are described for a 40-day instructional period. Student "engaged time" was also measured for a 10-day period. Relationships between both allocated and engaged time in specific reading content categories and achievement in those content categories were examined. Large differences were found in the amounts of time students were engaged in instructional activities. Positive but relatively weak relationships were found between amount of instruction and student achievement. (Author/AA)