Questioning is an important metacognitive resource, as was recognized nearly 25 years ago by Gavelek and Raphael (1985): “. . . question asking represents one of the primary means by which individuals are able to foster their own comprehension and as such represents a powerful metacognitive activity” (p. 114). Readers who attempt to understand a text-the primary form of learning under focus in this chapter-may generate questions that they consider necessary for comprehension. The questioning activity involves monitoring, controlling, and specifically regulating comprehension by looking for information relevant to a reader’s comprehension goal.