This study sought to identify the cognitive behaviors a teacher needs to employ in implementing a reading program. A sample of such behaviors was identified and submitted to authors and editors of comprehensive reading programs, state directors of Right-to-Read programs, college instructors of reading methods courses, and elementary school teachers. These were asked to rate the importance of the behaviors listed, in terms of student achievement. Analysis of responses indicated that the four groups of educators agreed on the importance of 19 of the 21 examples of cognitive behaviors; 16 were rated as important. The item rated highest was that which described the teacher as able to combine and adapt the various elements of the reading program to meet the needs of the students. Second in importance was the teacher's ability to see opportunities for applying the elements of a reading program in various reading situations. Rated least important was an item which referred to the teacher's ability to distinguish elements of a reading program which are based on research from those which are based on assumption. (Author/AA)