A study examined the types of questions teachers asked and the types of responses they elicited from prestory and poststory portions of reading comprehension lessons. The Question Response Interaction instrument was used to gather data from teachers and their inner city third, fourth, and sixth grade students in both high and low reading groups. Data were categorized according to question-response relationships, levels of responses, and types of responses. Question-response relationships were termed textually explicit, textually implicit, and scriptally implicit. Levels of responses were referred to as supported (in which the student used text examples, personal experiences, and so forth) and unsupported (in which the student gave no response or failed to qualify a response.) Types of responses were classified as purpose, verification, justification, and judgment. Findings supported previous research showing that low reading groups are asked more textually explicit questions and supply more unsupported responses than do high reading groups. The types of questions asked indicated that while comprehension assessment was taking place, comprehension instruction was not. (FL)