A study investigated the relationship between text organization and children's reading comprehension of expository material. Upgraded and downgraded versions of both macrostructures and microstructures were combined to produce four texts on the topic of insect-eating plants. Forty-three seventh grade students were randomly assigned to one of the four text conditions. The results from reading comprehension, prior knowledge, and vocabulary tests were used as pretest measures, while various posttest measures were designed to be sensitive to particular text structure manipulations. An analysis of covariance using a hierarchial regression technique suggested that students benefitted from reading text that was written to highlight comparisons among concepts presented in the passage. (Author/FL)