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Forty-eight first and second graders were taught an algorithm for solving concept-attainment problems. Using a 2 x 2 factorial design, a comparison was made of the effects of (a) reverse versus forward sequencing of instruction and (b) elicited verbalization of the algorithm versus nonverbal practice. Reverse groups outperformed forward groups on the memory-free test as predicted, but not on the memory-dependent test or the transfer test. No significant differences resulted from the verbalization factor. (Author/MS)