The narrative ability of children has a close relationship with every aspect of language development, socialization and academic performance. In giving early interventions, evaluation of narrative performance is helpful. This research not only aimed to investigate the effective indicators that distinguish language impairments from the language of typically developing peers through narrative. It also aimed to raise educators' awareness about the interaction between story structure organization, sentences construction, and vocabulary items that are used in narrative language. It is expected to provide suggestions for future studies and clinical work in which children's narrative performance is evaluated.