Chung Hyeseung · Seo Soohyun This study aimed to develop the Q-TARC, a systematic question- ing framework designed to foster deep reading comprehension, and to explore its pedagogical applicability. Traditionally, questioning in reading instruction has largely focused on eliciting surface-lev- el comprehension of textual content, often guided by hierarchical cognitive-processing models. While such approaches support basic comprehension, they fall short of promoting expansive and profound engagement with texts, particularly in light of increasingly multifaceted understandings of reading. To address this gap, the Q-TARC was developed by integrating four foundational components of reading: Text, Author, Reader, and Context. The framework is organized hierarchically across four levels: Level 1 includes questions that engage solely with the text itself (Q-T); Level 2 combines the text with one additional element—Author, Reader, or Con- text (Q-T-A, Q-T-R, Q-T-C); Level 3 incorporates two of these elements alongside the text (Q-T-A-R, Q-T-A-C, Q-T-R-C); and Level 4 synthesizes all four components into a single complex inquiry (Q-T-A-R-C). Applying Q-TARC to texts from the 2022 revised Korean language curriculum revealed distinct differences from conventional textbook questions, which primarily emphasize factual recall and alignment with predetermined learning objectives. In contrast, Q-TARC-based questions prompt more holistic and interpretive engagement by situating texts with- in broader communicative and contextual frameworks. Ultimately, Q-TARC has potential as a pedagogical tool that not only supports students in achieving textual comprehension but also cultivates their capacity as reflective, critical readers capable of applying textual in- sights to personal growth and real-world problem solving.