This study investigated the development of story recall in elementary school children through development of a model of story comprehension which specified both the rules for informational transformations and elaborations and the nature of the organizational structure of stories. Using Rumelhart's (1974) schema for analyzing stories in terms of a network of information categories and the logical relationships which exist between these categories, a story was constructed which contained 23 informational units. The story was read to 15 first graders and 15 third graders, with recall required after 20 seconds and again after a delay of one week. The data were analyzed in two different ways: (1) analyses pertaining to both the total number of categories accurately recalled by subjects and to a comparison of the categories recalled in the story; and (2) analyses pertaining to elaborations on the original story both as transformations of the original categories and as additions of new information. Results of these analyses are outlined and it is concluded that Rumelhart's schema appears to have value in directing further research in the comprehension of story material. (ED)