Reading aloud to students is an important topic in educational research. Previous research clearly identified effective components and benefits of reading aloud to elementary students; however, very little data addresses the exact wording of the kinds of questions teachers ask and the responses that students give during a read aloud. This study aimed to fill that gap by examining the language of questions and responses from teachers and students in six elementary classrooms. Three forms of data were collected: field notes, video recordings, and surveys. The researcher observed and video recorded three separate read alouds in six different classrooms. The last two events were used for data analysis. ELAN (Max Planck, 2012), video annotation software, was used for recording the observational notes, coding questions and responses, and calculating data for frequency charts. Codes for questions and responses developed from the data using the constant comparison method. Seven codes were identified: 1) management, 2) literal, 3) vocabulary, 4) prior knowledge, 5) personal response, 6) prediction, and 7) inference. The use of video annotation software allowed the analysis to stay as close to the data as possible. A total of 376 questions were asked across twelve read alouds. Findings indicate that 77% of the questions were closed questions and 91% of the time students answered questions correctly in the manner in which the teacher asked. In addition to questions and responses, the researcher also examined the relationship between the kinds of questions teachers asked and the allocation of student talk time during the read aloud. No significant relationship was found, however, the work of Peter Johnston (2004) was used as a lens for examining how improved questions from teachers can affect student responses. Implications for teaching effective questioning techniques and future research for examining questioning are also discussed. The findings of this study support the need for specific training in formulating questions for classroom talk in order to give students more responsibility for the thinking in classroom discussions. [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.]