All candidates for the experiment were tested for current intelligence and reading levels, and only those with at least a 7th grade reading level were accepted. Each candidate was randomly assigned to either a control group or an experimental group. The control group used a traditional approach based on the Cambridge GED series textbooks. The experimental group used identical materials, except that questions were inserted into the appropriate passages and not at the end of each passage. Two study hypotheses were tested: (1) there would be no statistically significant differences between groups of adult subjects before instruction in the use of interspersed questions and those subjects not using interspersed questions with regard to reading comprehension; and (2) there would be no statistically significant differences between groups of adult subjects in the use of interspersed questions and those not using interspersed questions with regard to reading comprehension. Data provided support for the first hypothesis but not the second. The author concludes that positive results on reading examinations can be achieved with proper training and practice on interspersed questions throughout the student's practice reading material. 8 references, 3 tables, 1 graph, and 2 charts