The study examined the effectiveness of a "story map," a questioning technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the original story map--a teacher-generated, postreading questioning framework--was never empirically tested. This study examined the effects of using three postreading questioning conditions with stories from middle school anthologies: the story map, anthology questions, and no questioning. Results indicated a significant difference for comprehension between both questioning conditions and no questioning but no significant difference between the story map and anthology question treatments. However, the story map condition had a more positive effect on students' enjoyment of the stories and their feeling of success in understanding them than the other conditions. (Contains 2 figures and 2 tables.)