This paper is intended to examine the effects of a well-structured story on children`s story comprehension. Thirty children were randomly divided into 3 groups. We told a well-structured story to one group and a poorly-structured story to another group, and we regarded the last group as a controlled group. The instruct strategies used in the two experimental groups were directed listening, thinking activity and reflective discussion suggested by Morrow (1984). The difference between the two experimental groups were proved to be significant in literal(F=8.49 , p<.05) and inferential comprehension(F=5.61 , p<.05). The result shows that story comprehension improves when well-structured stories are continuously told to five-year-old children.