In a series of five experiments, novices read a text on computer programming, and engaged in one of the following learning strategies: advance organizer, model elaboration, comparative elaboration, normal reading (control). Results of transfer tests indicated a pattern in which the treatment groups excelled on the ability to put the information together in a novel way (far transfer) but the control group excelled on retention of single pieces of information. In addition, results of recall tests indicated a pattern in which the treatment groups excelled on recalling conceptual idea units while the control group excelled on recalling technical details. These findings suggest that elaboration techniques can be applied to "real world" materials, and can result in more integrated, broader learning outcomes. (Author)