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The efficacy of the levels hypothesis (the prediction that ideas residing at superordinate positions in a text hierarchy are most memorable) was evaluated as a suitable descriptor of children's reading comprehension of expository prose. Third-and sixth-grade students read expository passages taken from extant curricular materials and responded to either a paper and pencil comprehension test (an open ended or multiple choice test) or produced an oral free recall. Results revealed that in only one instance (third-graders responding to the multiple choice test) did the children respond in the predicted manner: greater comprehension of main idea, gist information. The findings were interpreted as indicating little support for the levels hypothesis as a singular, accurate predictor of the information children will remember after reading expository prose. Other text-based and reader-based factors were discussed as possible explanations for the results. Implications for future research and educational practice were also discussed.

Effect of Ideational Prominence on Children's Reading Comprehension of Expository Prose