Research literature pertaining to the use of instructional organizers is reviewed, and a comparative analysis is made of their effectiveness with computer-based instruction (CBI). One of the earliest forms of instructional organizer is the advance organizer, first proposed by David Ausubel (1960, 1963) which is meant to facilitate the retention of meaningful verbal information. Other instructional organizers include the graphic organizer, a tree diagram that introduces new material, and the pictorial graphic organizer, which can be presented to students or developed with their assistance. Research pertaining to the use of instructional organizers in CBI has not been extensive. The two theoretical approaches that have guided this work are those of the generative learning hypothesis and schema theory. Evidence for the success of instructional organizers has not been consistent, and it appears that no single theoretical approach is sufficient in itself to predict the effectiveness of instructional orienting techniques and to guide their design. Further research is needed on the application of generative learning and schema theory to CBI. Four tables summarize research results. (Contains 78 references.) (SLD)