A study investigated both quantitative and qualitative differences between learning disabled (LD) and nonlearning disabled (NLD) subjects across three grade levels on two tasks requiring active processing of story grammar. Twelve LD and 12 NLD subjects were randomly selected from grades 4-5, 7-8, and 10-11 in a southwestern Florida school district. In the first task, subjects gave an oral retelling of "Judy's Birthday," a story used in a previous study. For the second task, a creative writing task, a story starter was selected from another story grammar study. For the first task, protocol scoring consisted of parsing and categorizing 25 propositions for "Judy's Birthday," and identifying the intercategory, intracategory, and single statement reversals, as well as the substitutions, additions, and deletions of material. Scoring procedures for the second task consisted of simply parsing and categorizing the story propositions. Analysis revealed that for both tasks, there were no developmental differences in relation to either story comprehension or production. However, there were significant differences between LD and NLD students in the amount and type of information included in the retellings and written stories. Results suggested that LD students had acquired a rudimentary but not fully developed schema for narrative prose. (Author/MM)