Prose-learning strategies are classified in this paper as prose-dependent (those that authors can use to optimize communication) or processor-dependent (those that learners can use to optimize reception) and are cross-classified as stage-setting (those that prepare the learner for upcoming prose information) or storage-retrieval oriented (those that can be brought into play during passage presentation). In the main section of the paper, selected strategies that seem to hold promise for improving children's prose learning are described, and supporting research examples are presented, for the following categories: prose-dependent, stage-setting strategies; processor-dependent, stage-setting strategies; prose-dependent, storage/retrieval strategies; and processor-dependent, storage/retrieval strategies. It is concluded that, in order to be effective, prose-learning strategies require clever delivery on the part of an instructor (including the matching of strategies to materials and students) and conscientious application on the part of the student. (GW)