Most popular strategies, including illustrations, for improving prose processing consist of procedures that force attention either to the text's macrostructure or to the organization and interconnections of its propositions. These strategies are assumed to enhance students' comprehension of the text as encoded, as well as to afford students an efficient storage and retrieval scheme for long-term recall of text information. However, with expository or instructional texts containing factual information that is unfamiliar, complex, abstract, or simply difficult to remember, comprehension strategies of the kind just described may not be suitable for enhancing long-term recall. Rather, mnemonic strategies that are designed expressly for storage and retrieval of difficult-to-remember information would seem to be preferable. This view is supported by several recent experiments showing that prose-learning strategies combining the critical components of comprehension-directed techniques with those of memory-directed techniques will ultimately prove to be the most successful. (FL)