Self-questioning strategy is reported to be an effective means that helps students monitor their reading and ask questions of themselves to solve problems that they face while reading. This paper examines the effect of self-questioning strategy using peer-tutoring on reading underachievers\' reading comprehension. The experimental group consisted of 10 elementary reading underachievers and 10 excellent students while the control group had only 10 reading underachievers. In the experimental group, the excellent students taught self-questioning strategy to the reading underachievers face to face. In the control group, the teacher instructed self-questioning strategy. Twenty-time instruction of self-questioning strategy resulted in the use of the strategy and improvement in reading comprehension in both groups. In particular, the experimental group of peer-tutoring was more successful than the control group in the reading comprehension tests. This paper also discusses the necessity of an explicit program for peer-tutoring.
Key words : self-questioning strategy, peer-tutoring, reading comprehension, reading underachiever