Readers' Expectations for Story Structures

Abstract

USING A STORY GRAMMAR, the present research probed the extent to which good readers in the third, sixth, and eleventh grades expect structures in stories, studied the nature of their expectations, and examined age-related similarities and differences in structural expectations. It was concluded that readers' responses to two tasks (a prediction task and a macro-cloze task) could be accounted for by the theory that readers expect particular structural elements and sequences of elements in stories, and that third-grade children tended to employ structural expectations less frequently than the older children. Readers at all three ages appeared to have similar structural expectations. The results were compared to other studies that used related procedures.

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