A study investigated the use of visualizing in remembering or understanding difficult abstract prose. Subjects, 40 students in two freshman developmental reading classes in a state college in North Carolina, received either instruction in drawing out images or in writing paraphrases as they read difficult material. Posttests of abstract reading comprehension indicated no significant increases in reading comprehension for either group nor significant differences between groups. Findings suggested that further research is warranted because of a higher number of unanswered questions on the posttest for the group that used visualizing. (One table of data is included.) (Author/RS)