This inquiry began with the observation that learning from instruction is radically more efficient for obtaining information than learning by discovery. A series of seven experiments was conducted to determine some of the factors involved in learning from verbal instruction. The perspective adopted was that of communication theory, in which the teacher is considered an encoder who tries to generate a message that will produce a desired effect on the child, who acts as the decoder of the message. The experiments studied were directed to such questions as the following: Do teachers differ in a consistent way in their skill in generating instructional statements? What are the dimensions on which they differ? Do these differences have a consistent effect on the student outcomes? What is the role of feedback in this process? The experimental results were considered in terms of three criteria: the substantive findings, the method of research or paradigm developed, and the practical application of this research to improving instruction. An extensive bibliography is included. (Author/MJM)