This study sought to develop and validate a programed instructional system to improve question-generating behavior in elementary school children in order to enhance reading comprehension. Materials were tested with individuals, groups, and entire classrooms; each tryout was followed by program revisions. Both criterion-referenced and standardized reading-comprehension tests were used to evaluate program effectiveness. Results indicated that the program did produce a question-asking set in children and that it improved reading comprehension as measured by scores on the standardized test. (Author/AA)