Question Generation consists of having readers generate and answer questions during reading (National Institute, 2000). The ultimate goal is for children to acquire the ability to monitor their understanding while reading. Good readers create, modify, and answer questions before, during, and after reading-questions that enable them to acquire meaning or understanding of the content. According to research, interventions that provide children with prompts to cue question generation are more effective than those that provide no prompts (Rosenshine, Meister, & Chapman, 1996). Less skilled readers require longer, story-structure prompts (e.g., "Who is the main character?" or "How did the main character feel?"). Higher skilled readers require single-word prompts (e.g., "who, what, where, when?") that are harder to teach and apply but more generalizable and may be applied to both expository and narrative passages. Research has indicated that combining question generation with repeated reading leads to improved academic achievement (Therrien, Gormley, & Kubina, 2006; Therrien & Gormley-Budin, 2008; Therrien, Wickstrom, & Jones, 2006).