A doctoral dissertation study was made to investigate the effects of context and size of step to meaningful learning and retention in a linear instructional program, developed in accordance with the RULEG system, for 5th grade pupils. Among the variables explored were: (1) the mean number of acquisition errors; (2) the mean time required to complete the learning materials; and (3) the mean retention score for the recognition and meaningful information. A three-by-two factorial design was used. Relevant comparisons of the mean performances of all experimental groups were made. The study concluded that the sequencing of additional context statements in the form of advance organizers did not improve a linear instructional program; however the organization of facts into topics with context sentences did facilitate the retention of meaningful facts in the small size of steps condition despite the presence of interference. (WCM)