The purpose of this study was to determine the effects of reader generated questions while studying textbook-type material. One hundred and eight college students were assigned to one of the following treatment conditions: experimenter presented questions before reading, reader generated questions before reading, experimenter presented questions after reading, experimenter presented questions before and after reading, reader generated questions after reading, reader generated questions before and after reading, reader generated questions before and after reading with extended time, and no questions. No significant differences among groups were revealed as a result of variation in reading passages or position of questions on an evaluative posttest. although experimenter generated questions proved to be somewhat more facilitative than reader generated questions, the extension of review time caused all significant differences between groups to disappear. Similarly, groups who utilized any of the types of questions did not differ significantly from the control groups. Thus, within the limits of this experimental situation, the results indicated that reading alone may be as effective as reading plus questions. (KS)