A study examined whether scaffolding (the interaction that emerges when novices and experts work cooperatively) can be extended if the scaffolding model for facilitating problem-solving instruction is imposed. Eight teachers were instructed and coached in the use of scaffolding to teach first graders listening comprehension skills. When a group of eight teachers was introduced to reciprocal teaching (teaching in which there is a dialog between teacher and students as well as among students, and in which students take turns assuming the role of teacher) within the scaffolded instruction framework (all having received the same preparation), they varied considerably in the manner in which they applied their skills. Each teacher read expository passages to her students (six per group) that were written at a third grade level. Two sample sets of dialogue are given; what distinguishes the two examples is that one teacher supported the students at a "word level" while the other supported them at an "idea level." An examination of the transcripts of the classes also showed that some teachers relied more on instructional statements, others on prompting statements, still others on reinforcing statements. These statements were evaluated against the contributions of the students to elicit an instructional profile. (Copies of dialogues and tables of data are included.) (NKA)