The comprehension of instructional text can be a cognitively demanding task because component comprehension processes compete for limited space within the readers' working memories. The component comprehension processes that readers must perform include recognizing words and retrieving their meanings, parsing sentences, identifying and organizing important text ideas, and integrating those ideas with prior knowledge. Readers cope with the limited capacities of their working memories by attending selectively, by organizing information hierarchically, and by automatizing to some degree their component comprehension processes through practice. Authors can help readers to comprehend and recall text information by making sure that the design of their texts supports each of the component comprehension processes that the readers must perform. (Author/FL)