The purpose of this study was to assess developmental differences in children's visual attention to, and comprehension of, a prosocial television program as a function of varying "preplay" formats. (Preplays were defined as advance organizers designed to help a child select, order, and integrate critical televised content into a memory scheme.) To determine which features were most effective as aids to comprehension, preplays varied on two orthogonal dimensions: presence or absence of visual portrayal of story events and concrete or inferential story narration. Examined were (1) developmental differences in visual attention to the preplays and program segments, (2) developmental differences in story comprehension as a function of preplay features, and (3) the relationship between visual attention to preplays and comprehension of story content. Subjects were 160 children equally distributed by sex who attended grades 1 through 4. Pairs of children taken to a mobile laboratory were told they could read, play, and watch television as they did at home. Visual attention was scored "on" when a child looked at the television screen. After viewing, each child completed two comprehension items: picture sequencing and multiple choice. Results are discussed indicating that differences in children's visual attention to, and comprehension of, a prosocial television program were a function of varying preplay formats. (RH)