Children's attention to and comprehension of television programs were studied by comparing the effects of viewing continuous stories (i.e., those with meaningful plots brought to resolution) and magazine-format programs containing unrelated bits of entertainment. Effects of program pacing were also studied. Multiple programs, differing in content, were developed for each of four design cells (high/low pace by high/low continuity). Participants were 160 children divided into two age groups (kindergarten/first and third/fourth grades). Visual fixation of the television monitor was recorded during viewing of two programs in same-sex pairs, and children were then tested individually for comprehension and recall of both programs, using a non-verbal procedure requiring the child to order five still photographs from the program and five from a single segment. Control scores were obtained by having children order photos from one program which they had not viewed. Results indicated that the integrated stories can be effectively used to promote both attention and comprehension at an early age, because children clearly responded to and used the organizational structure provided by television stories even when the stories were low pace. Twelve references, and tables showing study design and attention and comprehension data are included. (LMM)