A study examined the use of time reserved for formal reading instruction in elementary schools. Subjects were 36 elementary classroom teachers--12 each from grades 1, 3, and 5--in 8 suburban schools. Specific reading instruction behaviors for each teacher were observed during two complete periods of the regularly scheduled reading classes. Teacher behaviors were identified as (1) comprehension instruction (four specific types were identified), (2) vocabulary instruction, (3) word recognition instruction, (4) teacher-directed oral reading, (5) teacher-directed silent reading, (6) teacher reading to students, and (7) noninstructional or transitional activities. The data were coded in seconds on an observational check list, and each time a new teacher behavior occurred, the time and type of activity were noted. A single summary table was compiled from the individual teacher data. Results showed that teachers generally spend about 25% of total reading instruction time teaching comprehension skills, 20% of the time teaching word recognition skills, 16% directing silent reading, and 13% directing oral reading. (Tables of results and a list of 14 references are included.) (AEW)