This study investigated the effects of story mapping on reading comprehension. Subjects, 20 second-grade students of below-average reading achievement, were presented over a 10-week period with activities in story mapping utilizing a variety of story map frames. The Metropolitan Achievement Test was administered as a pre- and posttest. Results indicated that with story mapping, students were better able to see the relation between story elements as well as to detail before, during, and after reading. Results also indicated significantly higher scores in literal and inferential comprehension. Findings suggest an improved attitude toward reading thus, increasing the use of library facilities both in and out of school. (Four tables of data, an attitude survey, a survey of library usage, lesson plans, and story map frames are appended.) (RS)