Story grammar instruction is considered “state of the art” in promoting comprehension of narrative text. This article examines some of the intentions that guided the research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of it. The article concludes with some suggestions for using the structure of stories as a basis for enhancing children's interactions with them.
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Schmitt et al. (1986) studied this question.
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