A study investigated the effects of presentation mode and type of content on young children's recall of nouns in a scripted narrative. Forty-nine children in the second month of first grade were presented a fictional narrative in which were embedded 18 target nouns classified as high-scripted, medium-scripted, or low-scripted. Subjects then viewed pictures of the nouns, viewed both pictures and printed labels of the nouns, or viewed pictures and read and copied the printed labels. They then answered 18 questions, tapping their memories for 6 cued and 12 noncued nouns, immediately after hearing the story and at 2 later times. The results indicated that children's knowledge is well organized in a scripted form. Not only was recall for both cued and noncued high-scripted nouns significantly greater than recall for medium-scripted and low-scripted nouns in all three sessions, but also recall of the highly scripted noncued nouns did not decline over sessions. The results also demonstrated that experience with a written code does not promote better performance on a memory task. The same procedure was administered to 17 children in their final month of third grade. The results showed no evidence of recall facilitation due to the labeling treatments. (Nine references and two tables of data are included.) (HTH)