A survey of special educators who taught elementary learning disabled (LD) Navajo students in 15 public and 28 Bureau of Indian Affairs (BIA) schools sampled practices and procedures in current use including the role responsibility for teaching reading, reading assessment instruments, commonly used reading approaches, reading skills stressed, and commonly used reading materials. Teachers also responded to questions regarding their educational and teaching experiences. Results of the study indicated: (1) there were no significant differences between public and BIA-affiliated schools; (2) at least half of the teachers surveyed had a major reading responsibility for their LD students; and (3) a majority of the respondents believed more reading coursework should be required for special education credentialling. The data reflected the "state of the art" on the Navajo Nation; revealed currently used reading assessment instruments, approaches, skills, materials, and teacher and educational experiences; and indicated teacher dissatisfaction with existing formal devices. The collected data could be used for reference purposes by teachers desiring additional information regarding reading approaches, skills and materials for Navajo students. An appendix contains a sample questionnaire and frequency responses. (CM)