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The objectives of this study were to determine the effect post-adjunct questions exert on: learning from oral and written instruction, learning by high and low ability readers, and learning material which requires different levels of intellectual processing. No significant main effects occurred between question and no-question groups. Post-adjunct questions exerted greater effects on oral rather than on written instruction. Post-adjunct questions did not exert any effect on items which require different levels of intellectual processing. High ability readers performed equally well without the questions. Low ability readers favored questions. Questions without corrective feedback render such questions ineffective. (Author)