This study investigated the effects of graphic advance organizers and schematic cognitive-mapping organizers upon the comprehension of 146 ninth grade students of below-average reading ability. Students were randomly assigned to one of three conditions: graphic advance organizer, schematic cognitive-map organizer, and control. A 15-item, informal multiple-choice test of comprehension was given to each group after it had studied the appropriate organizer and read a 300-word selection. Results indicated that readers using graphic advance organizers had higher comprehension scores than did readers using schematic cognitive-mapping organizers or readers using no organizer and that there was no significant difference in comprehension scores of males and females. The results were interpreted as providing support for the use of nonprose advance organizers as another possible instrument for improving the comprehension of the below-average reader. (Author/AA)