A study investigated the questioning strategies of teachers engaged in reading instruction of either Anglo children learning to read in English (Anglo teachers) or of Spanish speaking children learning to read in both Spanish and English (bilingual teachers). Three first grade and three third grade Anglo teachers and three first grade and five third grade bilingual teachers were videotaped as they gave regular reading instruction to their students. At the third grade level, two of the bilingual teachers gave instruction in English and three instructed in Spanish. The questioning strategies of the teachers were coded as to (1) direction of question, (2) type of question, (3) content of question, (4) questions asked by the teacher without giving students a chance to respond, (5) student response, and (6) teacher corrections of student responses. The findings showed that there were differences among the teachers' questioning strategies, but that they were not necessarily due to language of instruction. (FL)