Teacher editions of four basal reading series used in the first, fourth, and sixth grades were analyzed to determine the extent of inclusion and explanation of the levels of questioning. Questions from the first two, middle two, and last two stories in each of the teacher editions were analyzed. All teacher editions examined recognized the importance of the development of thinking skills. Significant differences were found in the levels of thinking required across the selected grades, among the selected series, and among the selected series within the selected grades. Higher proportions of inferential questions were found at the fourth-grade and sixth-grade levels. (Author/AA)