Two experiments investigated individual differences in semantic recall of expository text. In the first experiment, fourth grade students of superior and average ability read and recalled a prose passage that had been analyzed for its semantic and logical content with a content structure grammar. Unlike past research results, the superior students' mean proportional recall at several subordinate levels of the content structure was equal to their recall at more superordinate levels. The second experiment investigated this phenomenon further with a more heterogeneous population of fourth and sixth grade students with average or below average reading skills. These subjects read and recalled two passages that contained certain semantic relations ("covariance" and "collection" rhetorical predicates) at several subordinate levels of their respective content structures. The results again showed that readers with greater reading skill (the sixth graders) recalled proportionately more information at the selected subordinate levels than the less skilled readers (fourth graders). The data also suggested possible developmental differences in semantic recall, indicating the importance of studying individual differences in prose memory research. (Author/RL)