A study examined the theory concerning reader response and the rationale and practice of reader response in the high school English curriculum. Formal experimental studies existed that explored reader response practices in the high school setting, but no formal studies existed on the questioning practices of potential reader response teachers. A substantial body of literature was found that discussed the nature of reader response theory and that subsequently advocated its widespread and constant use in the English curriculum. Two methods were used to determine teachers' attitudes toward reader response and their use of reader response in the classroom: (1) three advanced placement teachers were observed teaching two different classes each; (2) each teacher was interviewed. Data indicates that the use of reader response theory in the classroom is determined largely by the types of questions teachers ask. In observing several teachers, the research found that questioning style, at least in relation to reader response, depends on knowledge of specific methodology reading theory, such as reader response, as well as individual teacher personality. The two (out of the three) teachers who did not regularly incorporate reader response theory into their teaching style preferred to have complete control of the classroom. (Contains 26 references and 2 appendixes containing interview questions and research findings.) (Author/TB)