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Text from two New York Times stories were modified for a proposed explanatory structure building (ESB) model to enhance reader interest in and comprehension of the content. Dependent variables include self-reported situational interest and a deeper situational understanding of the text as measured by sorting tasks and inference generating questions. A between-subjects field experiment exposed participants ( N = 235) to text on a Web page in either the traditional inverted pyramid or ESB structure. As predicted, when controlling for pretest levels of scientific literacy, the ESB news text significantly enhanced reader interest and understanding of the content, as compared to the original inverted pyramid news stories. 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