The purpose of this study was to investigate the effects of textual macrostrategy tranining and text organization on the recall of macropropositions and micropropositions of the expository text within the framework of macrostrategy theory of comprehension of text of van Dijk and Kintsch (1983). Two experiments were designed and carried out in the present study. Experiment I examined the effects of textual macrostrategy training (present vs. absent) and retention interval (immediate vs. one week delayed) on recall of macropropositions and micropropositions. Experiment II examined the effects of textual macrostrategy training (present vs. absent), text organization via title and topic sentences in each paragraphs(present vs. absent), and retention interval (immediate vs. one week delayed) on recall of macroproposition and micropropositions. The criteria variables in two experiments were recall scores of macropropositions and micropropositions recalled correctly in the summarizing task and the free recall task. All subjects were 86 (30 females in Experiment I and 56 males in Experiment II) hi 호 school students in Chinju city. Stimulus material was an expository text which was modified from text in physical geography and composed of four paragraphs and about 180 words. After training (textual macrostrategy for training groups and relaxation for control groups) and reading the text they were required to recall and summarize the gist of the text. The Split- Plot ANOVA were applied to analyze the data. Main findings of the present study were as follows. (1) While there was no significant effect of textual macrostrategy traning on recall of micropropositions of expository text, textual macrostrategy training facilitated recall of macropropositions. These effects were consistent regardless of retention interval and text organization. (2) While there was no significant effect of text organization on recall of micropropositions of expository text, 'text organization facilitated recall of macropropositions.