This study was undertaken to further the development of procedures and programs to improve student inquiry behaviors as a means of improving student reading and learning skills. Half of the 37 seventh grade students were randomly assigned to the experimental class in which the inquiry procedures were developed and used for instruction by the experimenter (three times a week for 12 weeks) and the other half of the students were assigned to the control group in which they received their regular reading instruction. To determine the efficacy of the procedures that were developed, the following questions were generated: Would the experimental students obtain higher posttest scores on the cognitive measures than the control students? Would the experimental students obtain higher posttest scores on the affective measure than the control students? Would the experimental students obtain higher posttest scores on the questioning measures than the control students? Seven procedures were developed during the program to improve student inquiry. Results showed that experimental students obtained significantly higher scores on four of five of the questioning behavior measures, on the vocabulary section of the reading test, and on the attitude scale. (Author/JM)