Issues and procedures for applying computers to the study of learning from text are discussed in this paper, which notes the advantages and disadvantages of using authoring aids to develop instructional programs, and examines the implications of schema theory for designing effective computer screen displays based on research on text learning. Several variables affecting the memory of facts and principles in text learning are also discussed: organization, level of vocabulary, size of text, illustrations, advance organizers, cues, and objectives. Schema theory and its relevance to the design of textual materials is described, and it is suggested that this theory might offer insights into alternative materials design for the learning handicapped child. Sixteen references are listed. (MES)