The purpose of this replication study (cf. McCartney, 1980) was to determine the extent to which elements of scripts are integral aspects of young children's comprehension and recall of stories. McCartney found that kindergarten and second grade children recalled scripts presented to them. The older children in her study remembered more of the "filler" items while the younger children recalled main events but still maintained the sequence as it had been presented to them. In the present study the generalizability of the script model was investigated among children younger than those in the McCartney study. Twenty-four 3-year-olds and twenty-four 4-year-olds enrolled in a private Presbyterian preschool were randomly selected and assigned to one of two groups. Both groups heard a story about typical events in the life of a child. One group heard a story with a dinner-time emphasis, the other heard a story with a bed-time emphasis. Each story consisted of 21 sentences totaling 101 words. The ratio of the emphasized part of each script to unemphasized part was two to one. Children's recall responses were analyzed with the "script" model described in McCartney (1980) according to procedures outlined by Mandler and Johnson (1977). Scores consisted of the number of items recalled correctly by the children. Results are discussed. (Author/RH)