A study explored the effects of prequestions (questions provided prior to reading) and the influence of a prediction strategy upon the amount and types of information recalled by children in grades three through six. Subjects, 188 students in grades three through six who were reading at third grade level or above, read a 900-word expository article written at a third grade level. Subjects were randomly assigned to the following four groups: (1) only read the passage, (2) read 16 prequestions prior to reading the passage, (3) individually predicted answers to the prequestions in a group, and (4) predicted answers to the prequestions as a group. All subjects then completed a 32-item posttest, half of whose questions were identical to the prequestions. Results indicated that prequestions exercised no significant impact upon the total amount of recall of the children. Gains in cueing from prequestions seemed to be offset by a narrowing in focus of attention. Although predictions did not seem to overcome the narrowing influence of prequestions, prequestions with predictions did seem to increase recall on cued information without any additional narrowing of attention than was already caused by the use of questions. Although further study is needed, prediction seems a better strategy than prequestions for directing children's reading. (JL)