Based on the idea that inference abilities are essential to comprehension, this essay discusses systematic oral questioning strategies designed to help both junior and senior high school teachers develop students' reading comprehension abilities. Questioning strategies are examined in terms of their purpose, efficiency, motivation, and required response. Studies discussed indicate that oral questioning techniques do stimulate learning. Strategies are presented for moving students to higher cognitive levels using adaptions of Bloom's "Taxonomy" and for understanding both narrative and expository texts. Story maps are introduced as an instructional framework for classroom discussions of narrative texts; pattern and concept guides are suggested for discussing expository texts. Strategies for distributing questions, focusing attention, and expanding areas of inquiry are described. The concept of gradually releasing the responsibility for learning to the student is applied to teaching reading comprehension. (JD)