The purpose of this study was to investigate the effects of textstructure/summarization training on comprehension and memory of expository text. Subjects of this study were 68 sixth-grade elementary students selected randomly on the basis of levels of Korean language achievement. They were randomly assigned to four experimental conditions. The stimulus materials were six expository texts which were consisted of cause/effect structure. Each of text was composed of 3-4 sentences and about 40-60 words. After reading the text they were required to comprehend the contents, to recall idea units, and to summarize main ideas of the text. To test the hypotheses, 2 (text structure/summarization traininmg condition: training vs. control) × 2 (Korean language achievement: high vs. low) × (3) (text structure: 1, 2, 3) × (2) (texts: 1 vs.2) or (2) (summarizing conditions: text with vs. text without) ANOVA was applied. Main findings of the present study were as follow: (l) Text structure/summarization training facilitated comprehension of the contents, recall of idea units, and summarizing of main ideas of the expository texts. (2) There was a significant difference in comprehension, recall, and summarizing scores of expository text between types of text structures. (3) There were no significant interaction effects in comprehension, recall, and summarizing scores of expository text between text structure/summarization training conditions and levels of Korean language achievement or types of text structure or texts or summarizing conditions. (4) There was a significant interaction effect in comprehension and recall scores of expository text between types of text structure and texts. (5) There was a significant interaction efect in summarizing scores of expository text between types of text structure and summarizing conditions.