Young, verbally gifted children were compared to chronological- and mental-age controls on a number of variables pertaining to narrative ability. Using a structural-developmental analysis, the gifted children were found to organize their story plots in a way typical of children two years older. Elaborations on the basic plot structure were even more advanced, with gifted children telling stories that were more elaborate than those of their chronological- and mental-age peers. Gifted children also showed considerable advancement on a number of language skills. Conceptual understanding of plot structure appears more related to age than the acquisition of language skills. However, it is what verbally gifted children do with the conceptual structures available to them that distinguishes their narratives. Their story plots indicate elaborate structures and their specific language abilities contribute to the richness and sophistication of their narratives.
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