Whether questions embedded in expository text could improve the correspondence between adult readers' subjective assessments of test readiness and their objective test performance (prediction calibration) was studied with 168 undergraduates. In order to minimize the confounding effects of prior knowledge, the subjects were asked to read a text based on a make-believe solar system. This experiment was prepared as a two-factor design, embedded questions (yes/no) and text reinspection (yes/no). Because subjects were not cued to process the questions in any fashion, effects discovered were learner-produced, rather than investigator-induced. The purpose of the lookback factor was to separate the effects of embedded questions on perceptions of cognitive readiness when combined with re-study decisions from the effects of embedded questions when re-study was prohibited. Embedded questions had the effect of bringing subjective beliefs regarding test readiness into better calibration with objective test preparedness, and may thus be used to change the passive and dysfunctional relationship many readers have with the text. One figure illustrates the discussion, and six tables present study data. (Author/SLD)