Working on the assumption that story structure contributes to the reading comprehension of students, a study assessed the comprehension and recall of 12 seventh and eighth grade remedial reading students. Subjects read a basal story revised to conform to a familiar story grammar and the original, unrevised, basal story. The two original stories were published by the Houghton Mifflin Company in their 1979 basal reading series. The revised stories conformed to a story grammar that consists of two parts--the setting plus one or two episodes--and three types of intercategory connectives. After reading both stories, students answered five literal and five inferential questions for each story that reconstructed the story according to the categories of the story grammar. Results indicated that students comprehended the revised, well-structured stories better than the original, poorly structured basal stories. Findings were significant for both stories on the literal questions, but were significant for only one story on the inferential questions. (HOD)