Using sociocultural concepts of authoritative and dialogic discourse, I sought to examine 5th-grade teachers' questioning practices during small-group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was also to examine how questions functioned for students with learning disabilities. I used qualitative observations, video and audio transcripts, and teacher interviews as ethnographic and discourse analytic methods. Findings revealed how some questions that are designed to transfer responsibility of thought to the students can also work to maintain the location of knowledge within the teacher. Groups reading below-grade-level texts were 3 times more likely than on-grade-level groups to be asked questions that held them accountable to the text while also asserting correct meaning. The text was overprivileged as a source of knowledge for all groups; however, I discuss implications for students with learning disabilities.