A study examined time spent on comprehension instruction by award winning, masters degree, and non-masters degree teachers. Observations of reading lessons were made under two conditions; not-cued and cued to teach "ideal" comprehension instruction lessons. Subjects were 36 public school third-, fourth-, fifth-, and sixth-grade teachers teaching in 20 different schools located in 12 different public school districts of a midwestern state. Results were analyzed using a one between, one within analysis of variance with repeated measures on one factor with respect to percentage of time spent on prereading activities, comprehension instruction, and all comprehension activities. Results showed there were no significant differences among the award winning, masters degree, and non-masters degree teachers in the percentage of time spent on pre-reading activities or on comprehension instruction. Award winning teachers did allocate significantly more time than non-masters degree teachers to making assignments and to giving individual help with those assignments. When told that comprehension instruction was the purpose of observations, teachers did not increase the percentage of time for prereading activities or comprehension instruction. Instead they significantly increased the percentage of time spent asking assessment questions, listening to students' answers, and giving corrective feedback. (Eight tables of data, 2 appendixes of categories and definitions of Reading Activities and Teacher Behaviors, and 38 references are attached.) (Author/RAE)