Ten randomly selected resource teachers participated in a five-weekend workshop course on questioning strategies, designed to help them ask higher cognitive level questions. Students were 60 learning disabled fifth and sixth graders with reading difficulties. A mini-computer collected observational data reflecting student-teacher interaction (discussion) following the reading of a narrative story. Techniques taught to the students focused on oral discussion. Written comprehension tests were administered before and after the workshops as well as 1 month after. Results indicated significant differences between workshop teachers and control group; workshop teachers asked significantly higher level questions. Students responded with higher level answers. There was no difference between the two groups in their performance on written comprehension tests, suggesting the difficulties LD students have transferring oral skills to written tasks. (Author/CL)