The effects of cursory preliminary directions on the use of numerical tables, bar graphs, and line graphs by 288 fourth and sixth graders were investigated. Participants received no directions, written directions only, or written directions with assistance where necessary. The undirected table and bar graph users performed moderately well. Their directed counterparts did not perform reliably better. The undirected line graph users performed near a chance accuracy level. Their counterparts receiving written directions with assistance where necessary performed reliably better. Appendices contain: (l) participant characteristics; (2) numerical tables materials; (3) bar graphs materials; (4) line graphs materials; and (4) the means and standard deviations and analysis of variance (ANOVA) results for the three investigations. (Author/BS)