A total of 152 fourth grade students participated in a study examining the effects of visual-only, verbal-only, and combined audiovisual prose presentations and different elaboration strategy conditions on student learning of abstract and concrete prose. The students saw and/or heard a short animated story, during which they were instructed to think of pictures, think of words, draw pictures, write sentences, or use their own strategy to help them remember the material. A 28-item test measured student recall of concrete and abstract prose immediately after and one week after the presentations. The audiovisual group recalled significantly more concrete and abstract information than students in the other groups, while the visual-only group had higher recall of concrete prose than did the verbal-only group. Repeated errors (making the same incorrect response in both the immediate and the delayed tests) were lowest in the combined audiovisual group. The visual-only group made more repeated errors for abstract prose than did the verbal-only group, but this pattern was reversed for repeated errors in concrete prose recall. Students using pictorial elaboration strategies made fewer repeated errors than did students using other elaboration strategies. (Author/RL)