A study was undertaken to evaluate the effectiveness of a training program to help teachers instruct students in finding the relationship between questions designed to test their comprehension of a text and the location of possible information for answering those questions. Specifically, the study examined whether training would enhance student performance in three areas: (1) sensitivity to the task demands of the question, (2) quality of answers, and (3) consistency between their identification of the task demands of a question and the source of information needed for the answer. Subjects were 10 fourth grade teachers and 180 of their students from a semi-rural western community. Three of the teachers were trained in a traditional half-day workshop, three received more extensive training that included provision of specific materials and weekly monitoring and feedback by researchers, and four served as controls. The performance of high ability students was superior to that of average students, and both groups performed better than did low ability students. Performance on text based questions was higher than that on knowledge based questions. Both groups of trained students were generally superior to control group students in their response quality, and students whose teachers had received more extensive training were better able to identify the information source required by a given question, although they did not differ in their consistency or response quality. (Author/FL)