Fifth-graders read lessons dealing with a geometry rule. Half of the subjects also received pre-instruction on the concepts related in the rule prior to studying the rule itself. The pre-instruction presented the concepts in either a logical order with relationships among the concepts stressed (integrative lesson) or a random order with no mention of how the concepts were related (non-integrative lesson). Learning was measured on a rule attainment test designed to assess subjects knowledge of and ability to apply the rule. Results showed that only subjects receiving pre-instruction on the concept performed significantly better than a control group that received no instruction on either the concepts or the rule. There was no significant difference in performance between subjects reading integrative concept-teaching lessons and subjects reading non-integrative concept-teaching lessons. (Author)