This experiment was designed to investigate the relative value of three sources of cue (graphic stimulus only, graphic stimulus plus a picture cue, and graphic stimulus plus a context cue) in combination with two list types (minimal and maximal contrast) as a means of facilitating the acquisition of initial reading vocabulary. The subjects, 137 first graders, were randomly assigned to treatment groups and were given four types of tests: the learning test trials used to evaluate progress during the learning session; a 24 hour test used to evaluate retention of the words; a posttest used to evaluate retention of the words over a longer period of time; and a transfer test used to evaluate the ability to recognize unpracticed words that used the same initial and final elements as those used in the practiced word lists. The analyses of the correct answers made on each source of cue combined with each list type resulted in three sources of variation which were significant or approached significance on all tests. The main effect of high and low ability grouping, minimal and maximal contrast list types, and sex was significant. (WR)