Research with beginning readers shows that children's sense of story plays a crucial role in successful reading comprehension. The purpose of this study was an extension of the speech-to-literacy process beyond the preschool years in a sample of 24 second graders with diverse levels of reading comprehension. Structural and graphic features, as well as compositional intent, were examined in written story recalls. Differences in patterns among subjects varied in relation to level of reading comprehension. Results suggest that the transition into conventional literacy is a developmental process that extends well into the primary years. Further, use of written recalls with students offers benefits as both an assessment tool and an instructional strategy for reading comprehension of narratives. (Six figures presenting students' story writing and rereadings are included; 28 references are attached. (Author)