Information linking teachers' knowledge of subject matter, the information they provide students during instruction, and stu dent learning of that subject matter is scarce. Research on teaching seems divided between research on the relationship between teachers' thought and instructional practice, and re search on the relationship between instructional practice and student outcomes. The focus of this paper is on the relationship of teachers' concepts of reading, the degree to which these concepts are communicated during low-group reading instruc tion, and the concepts the students in these reading groups possess at the end of the school year. This study examines whether the concepts held by teachers are communicated to students during instruction and if students' concepts of reading reflect their teacher's concepts of reading. Implications for teacher education are discussed.
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