All first, second, and third grade teachers in one rural southwestern school district were observed to find out (1) what they were doing while their reading groups read stories, (2) whether they changed their teaching strategies when they changed reading groups, and (3) whether their strategies during story reading changed from grade to grade. Reading materials included Distar Fast Cycle, Distar Reading II, and basal readers. Observations were coded for the number of reading comprehension instruction statements, text-explicit questions, scriptal questions, decoding errors, comprehension errors, and general management. Findings revealed that teachers asked more factual questions of their lower grade and lower performing students, but reversed this pattern for inferential questions. First grade teachers asked fewer than half the number of text implicit questions that third grade teachers asked. Third grade teachers asked from six to ten times the number of scriptal questions that first grade teachers asked. The number of reading errors the groups made held fairly constant from first grade through third grade. The biggest change in feedback took place after first grade, with teachers no longer sounding out corrections. Finally, time for story reading increased from about 7.5 minutes in first grade to almost 10.5 minutes in third grade. (HOD)