A model is proposed that attempts to provide some order for the disparate findings with respect to the effects of signaling in text on recall. The type of signaling examined is that which explicitly cues the relationships among the major propositions in the text structure. It is noted that while it is generally assumed that such signaling is an aid to the reader, few studies have shown differences in recall for versions of texts with and without signaling. The model proposed recognizes signaling to be one factor in a series of interacting reader and text variables that affect recall. Thus, the relative effects of signaling on recall are seen to be dependent on such reader attributes as ability to use the "structure strategy" in reading, adequacy of text organization skills, and the difficulty level of the text. (Data on ninth grade student and adult readers are considered in support of the model.) (Author/RL)