This report presents results of classroom observations of kindergarten and first grade teachers. Nine full days of observations were completed with each of the teachers for 2 consecutive school years. Results are presented in terms of kindergarten teachers' time allocated to reading and to all instruction as well as their frequency of instructional interactions during reading instruction and while reading stories to their classes. AM to PM results are compared for teachers teaching half-day classes. In addition, year to year comparisons are presented for teachers of half-day and full-day kindergarten instructional interactions. Correlations for kindergarten and first grade teachers for AM/PM and year to year frequencies of decoding interactions were all above .88 and significant above .00l level. Discussion focuses upon the greater likelihood of stability for half-day kindergarten teachers than for first grade teachers, the difference between these results and findings by other researchers suggesting that teachers' behaviors lack stability, and possible explanations for why some teachers may be somewhat less stable than their peers. Data from the study are presented on charts and tables. (Author/JD)