The quality, quantity, and variety of pupil responses while using two different group directed reading activities, the Directed Reading Activity (DRA), and the Directed Reading-Thinking Activity (DRTA) were investigated in this study. The subjects, all fourth graders in two nearby communities, were grouped into above-grade-level, at-grade-level, or below-grade-level reading groups based on teacher opinion and using the instructional level criteria by Betts. The subjects had three and one-half years or prior training in either DRA or DRTA. Twelve lessons as outlined in the teachers' manuals were taught during a two-week period in each community by the experimenter with an observer present. Twenty-four lessons, twelve using DRA and twelve using DRTA, were taught and transcribed for both groups; each pupil response was coded on the Quality of Pupil Response Scale by two trained raters. The findings of this study indicated that the DRA and DRTA are two distinctly different group directed reading strategies. The DRTA proved profitable as a teaching strategy with pupils reading above grade level and also allowed readers to do more critical thinking. Based on the findings, the DRTA appeared to be the superior directed reading lesson. (WR)