The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher behaviors that are aligned with applied behavior analysis and that have been shown to improve students' literacy performance include creating task analyses; modeling, prompting, and fading; providing frequent active response opportunities; giving performance feedback; using reinforcement contingencies; providing systematic review; and programming for generalization. These behaviors are discussed using examples from research.