Abstract

The ability to read and comprehend text is a well-recognized goal of instructional practice. The proficiencies required to comprehend, remember, and learn from text are difficult to acquire. Each necessitates specific knowledge, skills, and strategies that are transmitted and obtained through extensive instruction and practice. In light of such inherent complexities, it is imperative that research expediting optimum text processing be pursued. This is especially true for expository text processing, given the contribution of expository text on classroom-based knowledge acquisition and utilization. Therefore, the focus of this study is to examine whether expository text processing may be improved through questioning. That is, does guided questioning using generic question stems improve expository text processing regardless of the level of one’s domain knowledge?