Problems related to elementary school students' ability to read social studies materials are discussed. Emphasis is placed on the task that confronts the student while reading social studies and on the teacher's role in helping students improve their reading skills. Vocabulary is identified as the major factor contributing to reading difficulties. Five categories of vocabulary are discussed--standard (normal words used in reading and/or conversation), transitional (one meaning in a student's real life situation and another in social studies), technical (seldom encountered except in social studies texts), changeable (meanings vary within the context of social studies), and phrases (groups of words which do not function in an adjective-noun relationship. Suggestions to remedy problems associated with these categories of vocabulary words include preparing slow readers with more advanced peer tutors, preparing guides to direct students to ideas within specified paragraphs on particular pages, offering oral as well as written examinations, exploring multiple meanings of words with students, and exposing students frequently to non-familiar words. (DB)