Similarities were noted between techniques used in a new curriculum method, "Structural Communication," and research techniques used to study the relationship between "subjective organization" and recall of word lists. To explore these similarities, 8 groups of 24 high school students read instruction units under different conditions, recalled main points from the units, and answered essay questions. The effects of the following variables on recall and understanding were investigated: sorting cards bearing main points obtained from the instruction units into piles of related vs. unrelated items; number of piles (categories) used in sorting; and use of subject developed or experimenter imposed sorting criteria. The relationship between number of sorting piles and recall, consistently found with word lists, was found only for females in this study and appeared stronger when sorting items were less thematically related. Recall order did not reflect the organization put on the items during sorting. Some weak evidence that self-developed organization produced higher essay scores is provided. The results show that various research techniques and concepts, useful in studying word list recall, are inadequate for studying learning from prose. They also raise questions about some claims made for "Structural Communication." (Author)