This research review focuses on the effects and implications of text organization, both physical presentation and text structure, and on reading comprehension, with special emphasis on the comprehension of diverse learners. The review includes students in kindergarten through college, who are high and low readers and comprehenders; low performers/achievers; remedial readers; normal achievers and general education students; and students who have learning disabilities (LD), dyslexia, behavior disorders, and mild mental retardation. The research indicates that reading comprehension is enhanced by text organization, students' awareness of text organization, students' strategic use of text organization, and explicit instruction in the physical text presentation and/or text structure. Text organization includes the visual, physical organization (e.g., heading, location of main idea) as well as less visible text structures (e.g., narrative and sequence). Attention is directed to implications for learning of well-presented text, and instruction in and student strategic use of text structure. A chart of research studies reviewed identifies study author(s) and year, number and type of study participants, the type of text organization, and the study purpose. (Contains 22 references.) (SW)