The purpose of this study was to investigate the effects of visual text organizer on comprehension and recall of expository text. Subjects of this study were 60 sixth-grade elementary students selected randomly on the basis of levels of academic achievement(science). They were randomly assigned to six experimental conditions. The stimulus materials were two expository text. Each of text was composed of 3-4 paragraphs and about 10-12 sentences and about 20 information units including 5 main information, 15 subsidiary information. To test the hypotheses, 3(visual text organizer types : graphic organizer vs. picture organizer, control) × 2(academic achievement levels : high vs. low) x (2)(information units levels: main vs. subsidiary) ANOVA was applied. Main findings of the present study were as follows : (1) There was a significant main effect between visual text organizer types. Graphic organizer and. picture organizer showed higher score than control condition on comprehension, recall of expository text. And graphic organizer facilitated more than picture organizer on text comprehension, but not on recall. (2) There was no significant interactional effect between visual text organizer types and academic achievement levels on comprehension, recall of expository text. (3) There was a significant main effect between information units levels on comprehension, recall of expository text. Main information units were comprehended, recalled better than subsidiary information units. (4) There was a significant interaction effect between visual text organizer and information units levels on recall, but not on comprehension. That is, main information units facilitated more then subsidiary information units for text comprehensions not related in visual text organizer types. But, in text memory, graphic organizer facilitated more then picture organizer in the recalls of main informations units, but picture organizer facilitated more then graphic organizer in the recall of subsidiary informations units.