The effect of density of embedded post-questions on learning from computer-based instruction (CBI) was studied among 90 sixth-graders randomly assigned to three versions of a CBI programme — high density, low density, and no embedded questions. Children made significant achievement gains across each increase in question density, consistent across the continuum of reading ability represented in the study. High question density facilitates student learning from embedded post-questions in CBI and does not appear to seriously diffuse processing attention.
