This study investigated the effects of "signals" in text (headings, previews, and logical connectives) on the reading comprehension of learners of English as a Second Language. Subjects were 232 female Hong Kong secondary school students, all less-skilled readers of English. The subjects read a relatively difficult passage in English on an unfamiliar topic, then were administered a factual test on five main ideas in the text, including five inference questions. Results suggest that headings and previews improved factual comprehension at the level of superordinate ideas, but logical connectives showed insignificant effects for both factual and inferential comprehension. No significant effects were found for inferencing for any of the signal types. Further study of this lack of effect is recommended. Four appendixes contain the original passage, the passage with signals, comprehension questions, and five tables. Contains 37 references. (MSE)