designed a study to develop and pilot analytic techniques for examining novices' pedagogical concepts as reflected in their instructional choices and reasoning in their attempts to teach problem readers / explore the efficacy of these techniques as tools in achieving our broader aims of observing preservice teachers' pedagogic concept development from a Vygotskian perspective and the influences of our own teaching on this process drawing on a data base from an earlier study (K. Roskos and B. Walker, 1993), we randomly selected 18 responses to problem reader case studies from a pool of 122 / authors were preservice teachers in their junior year, participating in a reading diagnosis course required for teacher certification.