| Adjunct questions are questions added to an instructional text to influence what is learned from the text and have a strong facilitative effect on students' reading comprehension. Adjunct questions have been greatly studied abroad. In China, however, research on this problem has not been seen thus far. Based on the previous studies, this article tried to explore the extent to which the effects of comprehension monitoring adjunct questions and feedback facilitating reading comprehension. We expect to widen the field of adjunct questions and provide some suggestions for reading instruction.The whole study consists of two experiments. The fist experiment adopted a 3 × 2 random factorial design with 48 subjects of sixth-grade. 24 excellent comprehenders and 24 poor comprehenders were selected. The second experiment adopted a 3×2×2 random factorial design with 60 subjects of fifth-grade. 30 excellent comprehenders and 30 poor comprehenders were selected.The results showed:(1) Monitoring-meaning-comprehending questions and monitoring-only questions were more effective on students' on-line comprehension monitoring level and reading comprehension achievement than meaning-comprehending questions;(2) Drills of monitoring adjunct questions helped students to acquire self-questioning skills and, to some extent, improved their intrinsiccomprehension monitoring level and reading comprehension achievement while reading a new text without adjunct questions.(3) Drills of monitoring-meaning-comprehending questions had a significant facilitative effect on excellent comprehenders' intrinsic comprehension monitoring level than monitoring-only questions and meaning- comprehending questions, while it had no significant facilitative effect on poor comprehenders'.(4) Feedback had a significant facilitative effect on poor comprehenders' intrinsic reading comprehension monitoring level and achievement, while it had no significant facilitative effect on excellent comprehenders'.
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