A study was conducted to provide descriptive information about the quantity of classroom time used for teaching reading and the interruptive events that occur during the scheduled reading time. Data were gathered from 148 public and private school teachers representing all grade levels and a wide range of teaching experience. The subjects each kept a record for a five-day period of the amount of time scheduled for reading, the actual time spent teaching reading, the content of the reading lessons (optional), and the observed reasons for not fully using the scheduled reading time. Teachers reported that they actually used 93.3% of the scheduled reading time for teaching reading, and that 6.7% of the scheduled time was lost due to interruptive events. The most frequently reported interruptive events were administrative and procedural routines, schedule timing (such as students returning late from another activity or early dismissal), and communications (such as helping a volunteer get started, helping another teacher, parent conferences, or taking a phone call). (A copy of the record form is appended.) (FL)