Describes study that examined kindergarten and second grade students' recall of information that had been presented on a computer with varying levels of visual action and verbal labels. Developmental differences in children's use of verbal and visual systems are discussed, and reading ability levels are considered. (29 references) (LRW)

Although substantial literature exists regarding learning with visuals, most consider text the primary channel with varying amounts of visuals explored as a secondary channel. This study considered the effectiveness of visuals-only procedural guides versus visuals plus added text, using visuals as the primary channel and using visuals developed…