A process-product study explored the relationship between quantity and quality of time spent on reading instruction and student achievement in reading. Subjects, 22 third and fourth grade teachers and their 480 students in a small school district in the Piedmont region of South Carolina, used self-report logs to record the quantity of time devoted to reading instruction and a specially designed observation instrument to measure the quality of instruction. Student achievement was measured with a Cloze test and the Comprehensive Test of Basic Skills, and correlations were computed between quantity and quality of time spent on reading instruction and the two achievement measures. The lack of statistically significant findings may be accounted for by incorrectly completed self-report logs and questionable interrater reliability in the operation of the observation instrument. An ad hoc analysis of the study suggests that an emphasis on the pre-teaching component of reading instruction should be a step toward more effective reading instruction. (Six tables of data are included and 28 references are attached.) (RS)