This study examined the effectiveness of two methods of increasing student learning from posterior probability lessons: diagrams and questioning while reading. Undergraduate students (N = 245) read a lesson in one of three diagram conditions and one of three questioning-while-reading conditions (embedded questions, elaboration interrogations, and control in which they read twice). Diagrams helped students in the control group accurately solve posterior probability problems on the posttest, but only if the information presented in the diagram was also presented in the text. Contrary to expectation, students in the control condition accurately solved more posterior probability problems on the posttest than did students in the questioning conditions. Poor answer quality for the embedded questions and elaborative interrogations is a possible explanation for the unexpected results. [For the complete proceedings, see ED584443.]