This report aims at describing how readers of different ages could be appropriately oriented toward macro structure of the passages. In figuring out developmental differences in S's mathemagenic activities, Experiment 1 showed that facilitative effects of gist-related questions on prose recognition could be obtained only for children of about 7-8 years of age, while Experiment 2 evidenced that facilitative effects obtained from macro structure oriented perspectives were the best and those obtained from nonperspectives were the least well enhancing for 5th graders, while just the reverse was the case for 9th graders. Those 9th graders, however, got the best facilitative effects of macro structure oriented question aids while non-questioned Ss were the least well facilitated ones, although just the reverse was true for 5th graders. Those results were interpreted in terms of developmental differences obtained. for S's spontaneity in utilizing processing skill.