In a study of the relationship between teacher behavior and reading achievement, trained observers, using the Georgia Assessment of Teacher Effectiveness (GATE), observed 36 teachers and 820 students in grades five and six. The Iowa Tests of Basic Skills, Reading Comprehension subtest was administered and the socioeconomic status of each student was estimated. The observers visited each classroom six times and obtained a total of 12 GATE records for each classroom. Observable behaviors were recorded, based on 314 GATE items, which were adapted from five existing classroom observation instruments. The GATE has two parts: (1) observable student and teacher behavior, and (2) observable student and/or teaching cognitive and affective behaviors and teaching strategies. Results of the study indicated that: (1) 13 of 15 dimensions found to be indicative of effective teaching in a separate study can be measured by the GATE; (2) six of the dimensions are significant predictors of reading achievement in 36 classrooms; and (3) statements derived from the effective teaching study were supported. (MH)