TO SUPPORT THE VIEW THAT THERE ARE SEVERAL WAYS OF CONTROLLING LEARNING BEHAVIORS, TWO APPROACHES TO STUDYING THE EFFECT OF QUESTIONS ON ADULT READING BEHAVIOR IN RELATION TO PROGRAMED MATERIALS ARE REVIEWED, AND AN ALTERNATIVE S-R MODEL IS OFFERED. THE "CYBERNETIC" VIEW PROCEEDS FROM THE ASSUMPTION THAT SENSORY FEEDBACK RATHER THAN CONFIRMATION AND REINFORCEMENT IS THE MECHANISM FOR LEARNING FROM PRINTED MATERIALS. A QUESTION MUST PRECEDE THE READING PASSAGE IN ORDER TO EFFECTIVELY CONTROL BEHAVIOR. OTHERWISE, THE LEARNER MUST BE ALLOWED TO REVIEW THE MATERIAL AFTER SEEING THE QUESTION. THE EMPHASIS, THEREFORE, IS ON CONTROL AND INTEGRATION OF RESPONSES IN TERMS OF A PRESCRIBED CRITERION, THE QUESTION. IN CONTRAST, THE "MATHEMAGENIC" APPROACH STATES THAT THE ACQUISITION AND RETENTION OF INFORMATION FROM PRINTED MATERIAL CAN BE RELATED TO ATTENTIVE RESPONSES, CALLED "MATHEMAGENIC RESPONSES," WHICH ARE CONTROLLED BY TEST-LIKE EVENTS AND THE MATERIAL IN THE PASSAGE WHICH IS ASSOCIATED WITH THAT CONTROLLING STIMULUS. A THEORETICAL S-R MODEL CONSISTENT WITH THE TWO VIEWS IS PRESENTED TO ILLUSTRATE THE PREMISE THAT LEARNING VIA REINFORCEMENT CAN BE BROADENED TO INCLUDE CONTROL OF ONGOING READING BEHAVIOR. (NS)