This study examined the relationships among presentational stimuli (oral, visual, oral plus visual), types of content (concrete, abstract), and learner ability (high verbal, low verbal). Third grade students either heard a short story, watched pictures showing the same short story, or heard and watched a combination of the oral and picture presentations. Student recall of concrete and abstract information was measured by a constructed-response test immediately after and again two weeks after the presentations. Students learned as much or more concrete and abstract information from pictures as from oral prose, and learned the most information from the combination of oral prose with pictures. Mislearning of concrete and abstract information, such as repeating the same incorrect response on both immediate and delayed tests, was higher from the picture presentation than from the oral presentation, and lowest from the combination of oral prose with pictures. Interactions were not found among types of presentational stimuli, types of content, and levels of learner ability. (Author/GK)