It is assumed that text comprehension could be accomplished through coodinating separate episodic units into a definite representation of the story. So that a set of relations among these units and successive processing ability would be necessitated for Ss to comprehend any story materials. Both EMR high school students and non-retarded 1st Grade pupils showed that these successive processing ability, question-induced processing aids and constitution of story would be critical for efficient story comprehension as indexed by recognition tests.