Within the past few years, a number of studies have demonstrated that. children's prose-learning performance can be facilitated through the addition of text-relevant illustrations (e.g., Lesgold, Levin, Shimron, & Guttmann, 1975; Rohwer & Harris, 1975; Guttmann, Levin, & Pressley, in press). In each of these investigations, children who listened to narrative passages in the company of pictures correctly answered substantially more short-answer questions in comparison to