To provide a Louisiana State reading improvement program with information that could improve instructional efficiency, a study was conducted to determine the relationship between student time on task and eight broad categories of classroom activities used by teachers during reading and language arts instruction. The eight activities studied were (1) silent reading, (2) oral reading, (3) writing/composition, (4) drill and practice, (5) teacher-led instruction, (6) discussion, (7) tests/quizzes, and (8) noninstructional management. Data were collected by trained observers who viewed a random sample of second, third, and fifth grade classes in eight school systems participating in a state program to develop outstanding reading programs. The results suggested that the eight activities, when examined individually, did not explain a useful amount of variance in student time on task rates. However, taken as a model of classroom activity, they did explain enough variance to warrant further study. Observed correlations among the various activities suggested patterns of teaching behavior during reading and language arts instruction. (FL)