Story comprehension skills are needed to answer questions about past, present and future narratives. It is a foundation for good story tellers and reading success. Terry et al. (2013) reported that little is known about the narrative skills of ethnically diverse students. The purpose of this investigation was to examine the effect of a narrative-based intervention called Story Champs (Spencer & Petersen, 2016) for African-American prekindergarten children who require assistance in story comprehension after listening to a pre-kindergarten-level story. This investigation used an A-B-A single-subject case design to determine if an individualized narrative intervention will influence story comprehension recall. It was hypothesized that providing a narrative-based intervention would increase story comprehension skills of African American pre-kindergarten students. Results revealed improved answers to Wh-question in all of the four participants aged 3.0 to 4.7. Where and why questions were most frequently answered correctly, while what will and were correctly answered least frequently.
Keywords: story grammar elements, Wh-questions, narratives
