Subjects in the first part of this two-part study (56 undergraduates) read a 24-frame text on computer programming that was presented either in logical or in random order. The results of this experiment showed that the subjects given an advance organizer in the random order presentation performed better on a posttest than did control subjects (no advance organizer); in the logical order presentation, however, the subjects given an advance organizer performed no better on the posttest than did control subjects. In the second part of the study, 96 undergraduates read a four paragraph text about imaginary countries that was presented in name or attribute organization. Low ability subjects given an organizer prior to reading performed better on questions that required integrating across different paragraphs of the presented text, while subjects given the organizer after reading performed relatively better on questions concerning information they had read within the same paragraph. Apparently, advance organizers provide an assimilative context for organizing any incoming information that is awkward or unfamiliar in its presentation order, but they have no positive effect when information is presented in a logical manner and the test questions reflect the organization of the presentation. (RL)