Limited to first, third, fourth, and sixth grade teachers within the tri-state area of Delaware, New Jersey, and Pennsylvania, this survey examined (1) what teachers did when they taught reading, (2) the materials they used, (3) who made decisions about instructional processes, and (4) the bases they used. The responses are reported in terms of four classroom process constructs: "Opportunity" (encompasses variables related to the time available for students to learn curriculum content); "motivators" (covers variables that support and enhance student learning, both curriculum variables and nonacademic interaction among people in the classroom); "structure and place" (includes the clarity and specificity of curriculum objects, the frequency with which new objectives are presented, and the relationships between the curriculum materials and the stated curriculum objectives; and the placement of students into appropriate levels of the curriculum, sequencing and pacing, and grouping patterns); and "instructional events" (subsumes mechanisms and methods for connecting the learners with the feedback that is needed to implement their progress toward the desired competency). (HOD)