The purpose of this research was to assess the validity of recent claims that experimenter-provided pictures facilitate young children's oral prose learning. The major question of interest was whether the pictures do nothing more than prompt the child to process the just presented information one more time, Three experiments were designed to test this problem. The data revealed that although first-grade children do indeed benefit from either self- or experimenter-supplied repetitions of text (relative to no repetitions), the facilitation is not as great as that associated with pictures. (Author/MKM)