Ninety-three college students studied prose material about communications. An experiment employing both isolated summaries and a study strategy was conducted to examine how mathemagenic behaviors would facilitate students' comprehension and recall of the prose material they studied. Some students were given material containing interspersed summaries enclosed in boxes of main ideas, and some were directed to follow a three-step study strategy as they read the material. The isolated summaries interacted with the study strategy in such a way that (1) the use of the study strategy improved students' comprehension and recall of the material without isolated summaries, and (2) the inclusion of the isolated summaries in the material facilitated its comprehension by students who followed study strategies of their own making. (Author/RL)