The purpose of the study was to examine the impact of text difficulty on the oral reading prosody of young children. Fluency in reading is ideally determined by measuring rate, accuracy, and prosodic qualities in the oral reading of children. Spectrographic measurements of four prosodic variables--sentence-final F[subscript 0] change, intonation contour, intrasentential pausing, and ungrammatical pausing--were carried out on the oral readings of second-grade students (N = 90) of an easy and a difficult text. Standardized measures of reading fluency (i.e., measuring only rate and accuracy) and reading comprehension were also given. Text difficulty had an impact on children's oral reading on three of the four prosody variables, and fluent children read more expressively than less fluent children. Prosody measured from the more difficult text was found to be more closely related to other aspects of fluency than prosody measured from the easy text. Additionally, prosody measured from the difficult text served as an independent predictor of comprehension skills once rate and accuracy were controlled for, whereas prosody from the easy text did not. It is proposed that good reading prosody is used by children to assist in comprehending the more difficult text. (Contains 6 tables and 1 figure.)