A large segment of poor readers in elementary school do not supply prosodic features to print; in other words, they do not use pauses, changes in pitch, or differences in emphasis to show their comprehension. Two methods that help children to supply reading intonation involve using phrasally segmented texts and teacher modeling of the correct intonation. In the first of two experiments with fifth grade students, children were asked to divide a story into phrasal units under three conditions: while listening to a normally intoned tape recording of a story, while listening to a highly intoned rendition, and while reading the text without any audio aids. Results showed that the more audio help the children were given, the more they were able to parse the lines correctly. In the second experiment, two groups of low ability fifth grade readers were given training in reading phrasally segmented texts. One of the groups was also exposed to teacher modeling of text. Tape recordings of student reading before and after training revealed increased sensitivity to phrasing, especially among students who had had teacher modeling. (Practice sentences for marking pauses and an example of phrasally segmented text are appended.) (MM)