A study was undertaken to document, through data gathered from surveys, interviews, and observations, the approaches fourth grade elementary school teachers were using to teach reading comprehension. The study focused on the actual teacher behaviors, methods, and materials rather than on what reading methods, texts or basal series' manuals said should be done. The sample population consisted of 44 fourth grade teachers in public schools in East Central Illinois, who received questionnaires. Eight of the teachers who responded were randomly selected to be interviewed; another eight were selected for a three-day observation of their classroom instruction in reading and social studies. Four members of this latter group were also interviewed. Findings indicated that the majority of the teachers viewed the oral or silent reading of basal series followed by oral questions as the best way to reach their main teaching goal--literal comprehension. Social studies teachers did not consider teaching the children how to read content material. While the majority of teachers who participated believed that comprehension was important to reading, they were uncertain about what comprehension and comprehension instruction entailed. Comprehension seemed to be approached from the point of view of a series of skills to be mastered separately. (MKM)