This study investigated the use readers make of visual and verbal illustration to understand and remember what they have read. Specific focus was placed on readers' use of pictures and analogies to understand and remember written directions for a spatial manipulation task. The independent variables measured were type of text, mode of illustration, and time of recall. Results indicated that readers have a better understanding of written directions for a spatial manipulation task when pictorial information is supplied. When procedural instructions include both pictorial and textual support, readers use pictures to greater effect. The purposes of directions should be considered. If immediate comprehension is the only desired outcome, literal directions supplemented by pictures should facilitate efficient performance. However, if the aim is to promote long term retention, then devising an analogy as a mnemonic device would be productive. (DWH)