Research on the use of underlining or typographical cueing to improve both immediate and delayed recall of prose material by high school students is described and analyzed. Student underlining (with and without prior underlining instruction) instructor underlining, and noncued reading of a study-type material were examined, along with interactions between criterion test reading scores and the prior reading ability of students in the study. Data indicated that underlining, whether performed by the student or by the instructor before the students' reading, resulted in increased immediate and delayed recall. Also, a significant interaction did exist between criterion test scores and prior reading ability on delayed recall, but not on immediate recall. (Author)