The consistency of verbal and/or visual learning strategy and the effects of such strategies on the recall of concrete and abstract prose by third and fourth grade students were investigated. Using a learning strategy screening procedure, students were classified as demonstrating high, medium, or low dominance of verbal or visual learning strategies. Students then saw and/or heard an 18-minute children's story, via audiotape, slide-tape, or a synchronized audio-slide-tape presentation. Upon completion of the presentation, a 24-item recall test--12 items measuring recall of abstract content and 12 measuring recall of concrete content--was administered. As predicted, the combined audiovisual presentation yielded superior recall of both concrete and abstract content. The picture-only presentation yielded greater recall of concrete content than the oral-only presentation, but no differences were found for abstract content. Contrary to expectations, neither strength of reported strategy nor the interaction between learning strategy and presentation modalities was significant. Six references are listed. (Author/LMM)