The major problem investigated was the effectiveness of cloze procedure as a predictor of a student's ability to comprehend social studies materials when compared with I.Q. scores, previous social studies grades, and standardized reading test scores. As a secondary purpose, the effectiveness of rewritten social studies materials as a means of improving comprehension was studied. As a preliminary, various readibility measures formulas were reviewed. Those included were: Lively and Pressey, Gray and Leary, Lorge, Flesch, Dale-Chall. Research on the application and effect on comprehension of these formulas was also reviewed. Students completed a pre-reading cloze test from one of two texts utilized. They then read the chapter from which the cloze test had been constructed, and completed a fifty item multiple-choice test. The cloze procedure was found not to be better than the other variables in predicting comprehension levels at the .01 significance level. However, it was significant at the .05 level. To fulfill the secondary purpose, two identical texts were used, however, the readability levels were different (grade 5-6, grade 7-8). A multiple-choice test was constructed to measure knowledge acquired after reading. It was found that reducing vocabulary difficulty and sentence complexity may not significantly improve comprehension scores. (SBE)