A study examined primary school teachers' matching of instructional reading methods to models of reading difficulties and how often they used each activity in their classrooms. Subjects were 39 primary school teachers from the northeast section of a Great Lakes, midwestern state. For the study, teachers characterized each reading method according to correlates that comprised medical, information processing, and sociocultural models of reading difficulties. Using a list of 32 methods of reading instruction, teachers indicated their use of each method often, sometimes, rarely, or never. Results indicated that teachers characterized the majority of instructional reading methods according to an information processing perspective, followed by a sociocultural orientation. Findings reveal that teachers ranked questioning, modeling, and background knowledge enrichment as their three most frequently used methods of reading instruction, and propaganda styles, reading groups, choral reading, cloze procedure, and semantic mapping as their least frequently used activities. (Contains 18 references; a reading methods survey and 3 pages of study results are appended.) (CR)