The purposes of this study were to replicate the effects of question placement, either before or after, on the acquisition of critical and incidental material with grade school subjects and to determine the effects of paragraph length on learning with children. Two variables, question placement (BA) and pacing (PL), were combined in a 2 x 4 factorial design. Within each factorial cell, type of item (CI), form of item (VP), and time of test (ID) were treated as repeated measures. The final design was a 2 BA x 4 PL x 2 CI x 2 VP x 2 ID with repeated measures on the CI, VP, and ID variables. In addition to the eight experimental groups, two control groups were included. The subjects were 126 students from two fifth-sixth and one sixth grade classroom. A 1,320 word passage constituted the experimental text. The passage was divided into 20 paragraphs, each 66 words in length. For each paragraph, two unrelated questions were constructed. Then a lexical paraphrase was generated for each of the original questions so there was a total of four questions per paragraph. The results indicated that a 2 BA x 4 PL x 2 CI x 2 ID analysis of variance yielded significant results for the BA, CI, and ID main effects and the PL x ID interaction. This study suggested that adjunct questions have different effects as age decreases. (WR)