Several text format variables were examined in an attempt to identify the ways in which these variables interact in specific design combinations. The variables include: heading location (embedded or isolated); line length (short or long); space between lines (single or double); paragraph indication (indented or spaced); use of running heads (present or absent); and directive cues (present or absent). Sixty-four computer text types were designed using all possible combinations of the six bivariate text format variables. The text items were distributed to 31 undergraduate students, who sorted them into seven normally distributed categories (Q-sort procedure) based on their perceived study-ability. Data from the Q-sort were analyzed via a six-way repeated measures analysis of variance, and two significant five-way interactions were found. Results suggest several text design considerations: (1) the presence of a running head was preferred, and its interaction with the other variables usually served to improve the study-ability rating of the text type; (2) the presence of a directive cue is also a preferred design condition; (3) while double spaced text was preferred, a single spaced text with running head and/or directive cue would be preferred over a double spaced version without these variables; (4) the location of headings had the greatest effect on the ratings, although this effect was unpredictable; and (5) line length did not appear to be a significant factor for study-ability, though short lines were preferred. A list of references, sample stimuli and instructions for the subjects, four data tables, and three figures are provided. (Author/JB)