The study investigated whether the recall of prose passages could be improved in a group of 30 learning disabled (LD) junior high students by training them to use visual imagery when they read. Students in an imagery training group received 30 minutes of instruction in using visual imagery to recall what they had read; students in a paraphrase recall practice group received 30 minutes of practice in reading passages and telling the experimenter, in their own words, the content of those passages. It was found that students who were trained to use visual imagery did not exhibit improved paraphrase-recall relative to the practice group. Students, as a whole, recalled more content from concrete than from abstract passages. (Author/SB)