A study compared the reading instruction provided by classroom, remedial reading, and resource room teachers. Subjects, 31 classroom teachers, 7 resource room teachers and 10 remedial reading teachers from 6 upstate New York elementary schools were observed during reading instruction using a structured classroom observation procedure. Results indicated that: (1) resource/remedial teachers did not provide more intensive instruction than classroom teachers; (2) there was no difference in the proportion of time devoted to management, discipline, or reading instruction between remedial/resource teachers and classroom teachers; (3) remedial/resource teachers interacted more with individuals (and less with groups) than classroom teachers; and (4) the three groups of teachers allocated comparable time to comprehension, decoding, and indirect reading activities. (Three tables of data, one figure and 2 references are included. (RS)