The effects of explicitly teaching story structure to primary grade children

Stevens, R. J., Van Meter, P., & Warcholak, N. D. (2010). The effects of explicitly teaching story structure to primary grade children. Journal of Literacy Research, 42(2), 159-198.


Once again, we see evidence that explicit instruction in discrete literacy skills increases children's achievement on measures of those same skills, particularly with "high-risk" or "disadvantaged" children. The assumption is that "these children" do not get either enough exposure to stories at home, or the "right" kinds of storybook interactions. Thus, what is "missing" at home can be provided explicitly at school.

Well -- it's a no-brainer that explicit instruction in something that is going to be tested will increase achievement on that test. Story elements, and story structure, are among the somethings that we do test these days. The difference between this study and others like it is that it focused on what are often thought of as "comprehension" skills with very young children (Grades K and 1).

My big question, though, is "Is this literacy?" Does knowing story structure really mean I can comprehend what I read on high levels? Will it take me to Rosenblatt's level of "aesthetic" reading, where reader and text become one? Not that story structure knowledge is bad, but it's certainly not enough.