One hundred forty-three students enrolled in an undergraduate chemistry class were rank ordered by their performance on a test of organizing ability. The median break technique was used to form two groups--good organizers (GO) and poor organizers (PO). Students within each of these groups were then randomly assigned to three treatments. Treatment I students received an advance organizer followed by a learning passage. Treatment II students received the same organizer preceded by the learning passage. Treatment III students received an historical non organizer and the learning passage. No significant differences were observed on treatment or interaction, but GO students achieved significantly higher learning passage scores than PO students. (Author/TS)