Designed to create a foundation for collaboration between research on teaching and research on reading, this critical review of teacher effectiveness first provides a historical perspective as a means for creating a "common ground" between the two fields. Teacher effectiveness findings are then presented in two major categories. The first examines direct instruction, classroom management, and psychological conditions as these contribute to opportunity to learn. The second examines the research on teacher planning and teacher decision making as these illustrate the prevalence of technical teacher behavior. Implications for the reading profession are presented in terms of teacher education, reading research, and possible cooperative ventures between research on reading and research on teaching. The prevalent theme throughout the review is the need for both reading and teaching research to begin looking beyond opportunity to learn and technical teacher behavior to examine the qualitative dimensions of teacher effectiveness. (Author)