This study investigated the effects of a computer-mediated text system (CTS), designed to facilitate use of questioning strategies, on third-grade students' performance on vocabulary, comprehension, and prediction measures. The subjects were 48 third-grade average and good readers assigned randomly to one of four treatment conditions (three experimental and one control). Students in the experimental conditions read passages using the CTS and were trained to generate questions for clarification and/or focus of attention. Students in the control condition read passages printed on paper and did not receive any questioning training. The Nelson Reading Skills Test and an assessment of ability to predict reading performance were administered both before and after the treatment. Results supported the hypothesis that the CTS would be an effective medium for teaching students to generate questions to improve reading performance. Additional findings revealed that average readers made significantly greater gains than good readers in comprehension and vocabulary knowledge, whereas good readers made greater gains in ability to predict vocabulary performance. These findings indicated that students of average reading ability can learn how to use a reading strategy and apply it to a reading task. The results of the relation between computer feedback to student-generated questions and subsequent reading performance are also discussed. Outcomes of this study suggest the need for future research on the use of computers in the understanding and enhancement of the reading process.
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