This report addresses the teaching of early reading in Wisconsin, focusing on the Direct Instruction approach and the methods or lack thereof for informing teachers of the approach and of the possibilities and applications for their classrooms. A sample of new Wisconsin teachers were surveyed and six Wisconsin schools were visited to observe teachers using Direct Instruction. The main findings are: (1) the research base for Direct Instruction is unusually solid; (2) the new teachers had learned little about Direct Instruction in their training programs; (3) in the schools visited, Direct Instruction looks as good in practice as it does in the research studies; and (4) Direct Instruction takes time to learn, and the teachers observed fell at different points along the learning curve. Findings suggest that Direct Instruction holds promise for improving the teaching of early reading in Wisconsin. Recommendations are: parents and educators interested in Direct Instruction should visit schools using Direct Instruction and should band together to share information and muster support for Direct Instruction; the Wisconsin Legislature and Department of Public Instruction should support local school districts in Direct Instruction startup activities; and schools and colleges of education in Wisconsin should refocus their preservice teacher training efforts in instruction in the practice of teaching. Contains 24 references, and 2 tables and 2 figures of data. The Teacher Training Survey is attached. (RS)