The functions of blocking text with horizontal rules and providing headings of different types are discussed. Headings may be encoded or function as access structures, while blocking segments text and provides retrieval cues. These issues were tested in two experiments. College students read a 2000-word passage. In the first experiment, no encoding advantage for blocking or semantic headings were found on a probed recall task or recall of passage topics. In the second experiment, semantic markers were compared with question headings and content markers (e.g., Definition, Examples, Introduction). Content markers debilitated probed recall performance. No differences occurred on the topic recall task or an information retrieval task. It was concluded that headings benefit only younger, less developed learners. Older, skilled learners employ their own strategies which often don't involve headings. The text of this paper is blocked and headings are provided to illustrate the functions. (Author/PN)