The purpose of this research was to explore effects of using story structure strategy in English picture books on word recognition among fifth graders and to realize the opinions and reflections of whom received story structure strategy.The pretest and posttest nonequivalent group experimental design was used in this study. Fifty-one fifth graders from two high-leveled English classes of the elementary school in Tainan City were used as research subjects. The experimental group received story structure strategy for 12 weeks (80 minutes per week; 960 minutes in total). The control group received traditional reading instruction and spent the same amount of time reading the same reading materials.”Word Recognition Test” was used as an instrument for collecting data. One-way ANCOVA was used to analyze the data. ”Story Structure Strategy Questionnaires” of the experimental group were also analyzed.Results indicated as follows:1. Using story structure strategy in English picture books could elevate fifth graders' word recognition ability.2. Story structure strategy could improve their learning attitude and comprehension in reading. However, some of the students felt that it was difficult to finish ”My Story Map” by themselves and one of the story structure element, ”problem,” was also hard for them. Based on the results, the research offered suggestions in practical teaching and materials applying for teaching story structure strategy and future research.