In two experiments, eighth-graders viewed ecologically valid diagrams and then read a text containing multiple feature-to-fact associations or studied the same materials in reverse order. Using the Kulhavy and Stock model of text learning using organized spatial displays, it was predicted that those students viewing the diagram prior to reading the text would recall more facts and features than subjects viewing the material in the reverse order. These predictions were well supported. In addition, since the materials used in the experiments were created from actual classroom materials, these experiments examined whether the model for text learning is also valid using this type of materials. In this area the model proved to be very effective as well.