This paper summarizes research findings on teacher behavior and its relationship to student reading achievement. Research studies included in the review identified actual teaching behaviors, included observations of teacher-learner interactions, were limited to elementary school, and were conducted between 1966 and 1972. Subjects covered in the studies include: (1) instructional time and student achievement; (2) direct instruction; (3) classroom climate and teacher management; (4) teacher praise and criticism; (5) teacher expectations; (6) teachers' use of questions; (7) specialized subject matter teaching behaviors; and (8) changing teacher behavior through interactive inservice programs. A discussion is presented on the research methodology used in these studies, the general reliability of research findings, and significant and recurring findings brought forward by this review. A list of 126 references is included. (JD)