In hypertext learning, comparative research is mostly dedicated to differences in text-hypertext information retrieval and processing and to optimization of nonlinear information retrieval. Most of these investigations are conducted within the context of applied research. The theoretical background of information acquisition from linear and nonlinear text forms has not received much attention here. This article contributes to change the concept of cognitive overhead using text comprehension models as well as Cognitive Load Theory. Similarities and differences in cognitive load during text and hypertext comprehension are discussed in this context. The article suggests a contemporary model of cognitive load and text comprehension and presents evidence from a review of the literature and an initial empirical study supporting the proposed model. (Contains 2 figures and 3 notes.)