Abstract
Abstract This article describes an applied educational study which explored third and sixth graders’ ability to comprehend main ideas after reading natural expository reading materials taken directly from elementary social studies textbooks. Results indicated that elementary students have much difficulty comprehending main ideas in textbook prose, and that the manner in which main idea comprehension is measured interacts with this ability. The discussion emphasizes concrete, practical suggestions elementary classroom teachers can employ to (a) develop strategies for teaching main ideas which require students to practice this skill within the medium of content textbooks, and (b) provide students more exposure to expository textbook prose in order to familiarize them with this distinctive genre and hence develop a schema for expository prose.
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