The problem of this study is whether between-channel redundancy in an instructional audio-visual message enhances immediate recall of information more than within—channel redundancy. A secondary purpose was to compare three forms of between—channel redundancy! audio—video, audio—video—caption, and audio-caption with one form of within-channel redundancy: video-caption. These comparisons were designed to demonstrate which form of redundancy had a higher association with recall of information. The subjects were administered the Kentucky Comprehensive Listening Inventory to measure listening skills, and the Receiver Apprehension Inventory to identify subjects who experienced significantly high apprehension as receivers of information. Then the subjects were randomly divided into four treatment groups and shown an eight minute newscast. All four groups were presented the same instructional message, but the mode of presentation differed depending upon the treatment group. After viewing the instructional program each member of each group was given a forty item multiple-choice retention inventory based on the information presented in the newscast. The data were presented in terms of correct responses on the Kentucky Comprehensive Listening Inventory and the forty item retention inventory. Discriminate analysis was used to determine which items from the multiple-choice retention inventory accounted for the most variance. Thirteen items were found to account for the greatest amount of variance. Reliability estimates were calculated for all four story categories and for the forty items collectively. All reliability estimates were acceptable.