In the late 1970's, Durkin's landmark study showed that less than 1% of elementary classroom reading instruction was dedicated to comprehension strategies because teachers were not explicit in their instruction. This qualitative study explored the types of questions posed by elementary and middle school teachers to elicit students' responses and depth of knowledge. The conceptual framework used was based on the work of Gamer (1987), Mills (2009) and RAND (2004) which focused on six critical strategies for reading comprehension that were common across these three sources: activating prior knowledge, making inferences, using knowledge of text structures, visualizing, generating and asking questions, and retelling and summarizing. Data was collected through surveys, interviews, and observations of K-8 classroom teachers (n = 22) to evaluate teachers' instructional practices in terms of reading comprehension, particularly in the areas of explicit instruction of comprehension strategies. Results indicated that explicit instruction in reading comprehension strategies occurred regularly. Each of the six strategies was evident; however, some were taught and implemented more frequently than others. Activating prior knowledge was the most common strategy observed by the researcher and acknowledged by teachers in interviews and survey responses. Asking a wide array of questions relating to the varying levels of Bloom's Taxonomy was the least common strategy observed and discussed. Results also indicated that, while teachers plan a variety of questions throughout their lessons, the use of a wide range of questions is limited during instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]