This study investigated whether recall of expository information by a learner will be affected by the mode or combination of modes through which the information is presented. Subjects, 359 fifth-grade students, were randomly stratified into four treatment groups on the basis of sex and reading ability. Treatment for each of the groups was as follows: a silent reading procedure in which the subject learned by reading material from a non-illustrated text, a listening procedure in which the subject learned by listening to a student teacher read the expository material, a listening procedure in which the subject learned by listening to a taped cassette recording of the material, and a simultaneous presentation of both a silent reading procedure and a listening procedure (taped recording on cassette). Results showed that both the mode of information presentation and silent reading ability have a significant effect on recall of factual information, that the most effective treatment was the auditory-visual presentation, and that the second most effective treatment was the visual (silent reading) presentation. (Author/JM)