An investigation of the relationships between form and comprehension of written materials by eleventh grade students is reported in this paper. Students were asked to manipulate two variables of spacing and punctuation in a consistently administered and marked exercise. Students also completed a comprehension test on the exercise they had just finished. It was hypothesized that comprehension would vary directly with students' capability of imposing form on the selection and that hypothesis was supported. Possible implications of these results are discussed. Graphs of results and the test forms are included. (TO)