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Fifth-, sixth-, and seventh-grade students received oral instruction in social studies (multicultural content). In conjunction with the oral instruction, students were also randomly assigned to one of five organizer treatment conditions, including a control condition in which no organizer was presented. Treatment conditions consisted of either an advance or a post organizer presented visually or orally; the control condition involved no organizer, but augmented exposure to the oral instruction. Students in each of these treatment conditions were tested on the oral instruction to measure learning; 2 weeks later, the students were again tested for retention. There was substantial evidence to conclude that nonwritten cognitive organizers facilitated both the learning and the retention of oral instruction.

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