Diagrams showing the components of structural knowledge and the theoretical basis for structural knowledge introduce four tables presenting information on: (1) implicit strategies for conveying cognitive structure, including content/structures signalling (Meyer), frames/slots (Armbruster and Anderson), and Elaboration Theory (Reigeluth and Merrill); (2) explicit strategies for conveying structural knowledge, including advance organizers (Ausubel), graphic organizers (Barron), pictorial graphic organizers (Hawk, McLeod, and Jonassen), structured notetaking (Smith and Tompkins), concept maps (Novak and Gowin), and cognitive maps (Diekhoff and Diekhoff); (3) structural knowledge learning strategies (structural maps, pattern notes, semantic analysis of pattern notes, concept maps, networking, analysis of key ideas, and NAIT--the Node Acquisition and Integration Technique); and (4) strategies for assessing knowledge structures (reading time tests, semantic recall tests, hierarchical timing tests, pattern notes, free word association tests, controlled word association tests, tree construction tasks, concept maps, membership decision tasks, generating examples, conceptual models, concept typicality ratings, subtraction technique, actual tasks, think-aloud tasks, diagnostic tests, scanning time, mazes, human mazes, field and ground tests, and mental rotation tasks. Information provided in each of the tables includes the strategy, a description, procedures, uses, advantages, and disadvantages. (BBM)