Four text passages varying along the dimensions of the number of propositions unifying one or more text paragraphs and text length were constructed. The text content pertained to nine concepts in the area of operant conditioning psychology. Fifty-eight university students were pretested and then blocked on prior text-related knowledge, and read one of the four passages. Sorting, verification, and posttest tasks were performed. Data were analyzed with hierarchical cluster analysis and with analyses of variance. W. Kintsch's hypothesis that the organization of text information in memory is a function of the degree of prior knowledge, the number of unifying text prepositions, and text length was given support. Reading times and the number of verification task errors significantly differed as a function of the number of unifying text propositions. Educational implications are discussed. (Author/RD)