A study examined the effects of adjunct questions on learning. Subjects, 93 male and 78 female sixth-grade students from two junior high schools in small towns located in a largely agricultural region in the Midwest and whose mean grade equivalency on the reading sub-test of the Stanford Achievement Test was 10.2, were monitored by video cameras as they studied expository text in anticipation of a test on the following day. Subjects were divided into four groups based on the reading strategy used: (1) read-only (adjunct questions not provided); (2) look-back (adjunct questions provided and text not removed); (3) no-look-back (text removed but adjunct questions provided); and (4) same-time (questions and text received by subjects at the same time with no conditions stipulated). Results indicated a strong direct effect and a modest indirect effect of answering questions, with the no-look-back strategy group performing better on new criterion questions than the read-only, look-back, or same-time groups. Results also indicated a forward indirect effect in that on the final text segment during which no questions were given, the no-look-back strategy was better than the look-back, same-time, and read-only strategies. It is concluded that when students read and answer questions they are most likely to learn what they are questioned about, but the overall most efficient use of the students' reading time is to read the entire passage before answering questions because this increases the likelihood that more information will be learned. (Four tables of data are included; 30 references are attached.) (Author/RS)