This research project was designed to explore ways of making computer text presentations more readable as a way of compensating for the constraints that computers impose on the display of text as compared with print-on-paper displays, e.g., limited screen resolution and display area. Forty-eight undergraduate teacher education majors enrolled in an instructional technology course received either a print or computer-based instruction (CBI) statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed that the low-density display reduced completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slower-moving than print. A discussion of these results and their implications for designing instructional material in accord with CBI attributes and learner characteristics concludes the report. A 52-item list of references is provided, as well as three tables and samples of low-density and high-density frames from the CBI lesson. (Author/MES)