The value of pictures as prose-learning adjuncts is the topic of the study described in this report. The experiments involved in the study followed five basic guidelines: oral presentation was chosen in order to measure comprehension while eliminating word-decoding problems; elementary school children were the subjects; fictional narratives that were unknown to the subjects were selected in an attempt to separate what was learned from what was already known; the pictures involved overlapped the story content; and learning was demonstrated by factual recall, to distinguish between assessment of a passage's factual information and assessment of its theme, mood, and logical inferences. Based on the evidence presented, picture presentation does facilitate the prose learning of children. Picture effects also generalize across a number of situational variables including methods of presentation, learner characteristics, passage characteristics, levels of recall, and time. (MAI)