A review of research concerning the nature of text organization skills that contribute to reading comprehension ability reveals two distinct categories of studies: (1) those in which texts have been manipulated so as to facilitate spontaneous syntactic-semantic organization by the reader, and (2) those in which readers have received training or instructions to process unaltered texts in a manner presumed conducive to improved comprehension. Studies in both categories suggest that the degree of organization imparted to a text during input processing is an important variable in reading comprehension. (Author/FL)