Two experiments, each involving 96 sighted undergraduates, investigated the effects on braille learning of presenting information about the number of dots a symbol contains at the beginning of the study interval (prompting condition). In study 1, prompting was compared with presenting no information during the study interval. In experiment 2, prompting was compared with presenting such information at the end of the study interval (confirmation condition). Effects of length of the study and test interval were also analyzed. Results revealed that presenting information at the beginning of a study interval about the number of dots a symbol contains led to better performance than either presenting such information at the end or not presenting such information at all. Underestimations were more prevalent than overestimations when dot numerosity was presented at any time during the study interval. Finally, item difficulty was directly related to the number of dots an item contained. (CL)