Current research indicates that reading is a transactive process, suggesting that the background knowledge a reader brings to a text is at least as important as the text itself in determining comprehension (Goodman, 1984). Of particular interest here is the reader's tacit knowledge of typical organizational patterns which govern the structure of narrative texts, or what has been termed story schemata (Rumelhart, 1975, 1980).
Kreine, E. L., & Zaharias, J. A. (1986). Analysis of Able and Disabled Sixth-Grade Readers' Knowledge of Story Structure: A Comparison. Reading Horizons, 27 (1). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol27/iss1/7