The objective of this study is to help school-aged children with highlighted text structures in order to improve their reading comprehension. With the help of Flash software or adjunct questions, text structures and key words were emphasized. To prove the effectiveness of the innovation, experiments were conducted at one of Taipei elementary schools. 103 first to third grade students participated in the study. Recognition and memory of key concepts and main ideas were tested. Results have shown positive effect of the structure-highlighted text in promoting reading comprehension. However, as child aged, the amount of word recognition played a crucial part in the explanation of comprehension scores. Details and its application will be discussed in the paper.