Six teachers judged as expert representatives of either Kenneth Goodman's or Caleb Gattegno's theoretical positions were videotaped while working with remedial readers eight to nine years old. Interactions were analyzed using the Analytical System of Student-Teacher Interactions in Reading (ASSTIR). Results indicated that students in both groups most often read without being interrupted, and that they discussed what they had read. When students made oral reading errors, the teachers in both groups had students work out their own errors in ways compatible with their respective framework. Patterns of responses to errors were more strongly related to teachers' previous training than to types of oral reading errors. Data from teacher interviews confirmed that the teachers' theoretical frameworks influenced their teaching. A complex view of numerous theoretical influences on the teaching of reading was suggested. (Author/RL)