Teacher questions play a crucial role in affecting the quality of reading instruction, yet, once a child responds to a teacher's question, little is known of the teacher's verbal feedback which provides the pupil with an indication of the accuracy of his or her response. Data were collected from 16 first and third grade teachers during basal reading instruction via audio recordings. The frequency and corresponding percentage of the overall feedback was tabulated, while teacher questions and pupil responses were subjected to chi square testing for significance of intragrade and intergrade differences. The data indicated that a variety of 19 types of feedback with a general affirmative tone were consistently used. Teacher questions were found to be the apparent function of intragrade and intergrade grouping, as was pupils' frequency of wrong responses and no responses. (Author)