This study examined whether the design of textbook material affects comprehension and memory of textbook material under certain cognitive conditions for proficient and remedial readers. Using quantitative and qualitative research methods, format was found to significantly affect comprehension and memory. Proficient Male scored significantly higher than Remedial Male when reading material that was presented in Visual Language format. Proficient Readers' and Remedial Male Readers' format performance differed from their format preference. Both groups had produced highest test scores when reading text with Graphic Mark-ups, but preferred reading visual-based formats. Remedial Female Readers' performed highest on and preferred visual-based formats. The population consisted of 48 postsecondary students, ages 18-23, representing an equal number of males and females with two different levels of reading ability, proficient and remedial. Proficient readers were students at the University of Wisconsin-Madison campus and remedial readers were students at the Madison Area Technical College (MATC) Truax Campus, Madison, Wisconsin. The study was designed to examine how two different reading groups process textbook content across four different design formats. After reading four topics, participants completed: (a) a Personal Background Form; (b) a Multiple Choice Test; (c) questions on a Prior Knowledge Form, (d) a written Survey to examine participant opinions of the formats; and (e) responses to questions about the formats. The stimuli consisted of four paragraphs on nutrition that were redesigned in black and white formats as follows: (a) original textbook copy; (b) same text with graphic mark-ups; (c) chunked text; and (d) visual language (fusion of words, images and symbols). This experimental study of four levels of design formats applied four conditions: Reading for Learning, Multiple Choice Testing, Survey, and Open-ended Questions using three dependent measures of test scores, Likert scales, and verbal responses. This research could aid professional designers, assist educators, and inform publishers of alternative designs based on cognitive constructs that could increase student engagement in topics and assist in comprehension and retention. Visual-based designs could improve reading experiences across learning styles, age groups, and across cultures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]