Systematic classroom observation instruments were used to study the relationship between student coping style and student growth in reading. Classrom behaviors were recorded in the fall and the following spring with the Coping Analysis Schedule for Educational Settings (CASES). Data were analyzed separately for two types of classroom setings: either teacher directed settings (class as a group) or program directed settings (individual tasks). Multiple regression analyses identified those variables which contributed most to the prediction of reading achievement in the spring. In addition to grade level, previous reading achievement, and socioeconomic level, these variables included particular coping behaviors: Other-directed, and Compliant behaviors in teacher-directed settings; and low Peer-Dependent, high Inner-directed Task-oriented, low Passive withdrawn, and low Inappropriately Self-directed behaviors in program directed settings. (CTM)