A study investigated the results of previous studies on the effectiveness of pictorial instruction, specifically examining whether the use of black-and-white pictorial instruction as a supplement to verbal instruction is more effective than the use of verbal instruction alone. Thirty-four studies on pictorial instruction that varied widely but that met certain criteria were used as samples for a meta-analysis. Results of the examination indicated that, across all studies analyzed, pictorial instruction was found to be significantly more effective than verbal instruction alone. Findings showed that specific level of pictorial instruction effectiveness was related to socioeconomic background, course content area, course difficulty level, time of exposure, mode of presentation, stimulus detail, time of testing, and course objective. Findings also showed that studies in which different instructors were used in the experimental and control groups yielded higher levels of effectiveness than studies in which the same instructor was used. It is expected that if instructor characteristics had been controlled, the level of effectiveness would somewhat diminish but remain statistically significant. (A table of data is included, and a figure and references are attached.) (NKA)