A review of the research on study techniques indicates that reading and generating questions from the material is an effective technique for ensuring better comprehension. Familiarity with a model of studying that divides studying into prereading, reading, and postreading provides one explanation for this effectiveness. In prereading, students clarify the purposes related to the study session. During reading, they go through a series of instructional episodes that include reading, a response-demand event, student response, feedback, and decisions on what to do next. In postreading, students employ strategies to enrich learning. The self-questioning technique provides guidelines for how to divide the reading material into small units, helps create a nontrivial response-demand event, and encourages students to test themselves on how well they know the material. Positive comments from students indicate that the technique is a guide, distinguishes the relevant from the trivial, and facilitates memory. Negative comments are that it is too time-consuming, the overall picture is sometimes lost, and students learn more than they need to know. Nevertheless, the technique can be a supporting activity used in a number of ways or the questions can be seen as an index to students' reading comprehension. (TJ)