Reported is a study of two instructional strategies: (1) the placement of key questions in text materials, and (2) the use of prescriptive feedback to direct students who missed text questions to appropriate remedial work. Learning that resulted from these two techniques was examined relative to achievement, time-on-task, and efficiency. Undergraduate volunteers (N=150) were randomly assigned to one of five treatments which varied by complexity of feedback provided. After pretesting, subjects completed a self-paced text unit on soil ecology, followed by a posttest and delayed retention test. Repeated measures analysis of variance revealed that significant differences in instructional time and learning efficiency were not linearly related to complexity of feedback. Differences between group and achievement were marginally significant. (Author/WB)