This study examines how 10 kindergarten through 4thgrade teachers shared poems and stories with their students. Analysis focused on how teachers performed the texts, how children participated in reading the texts, and what kinds of discussions and curriculum activities surrounded the readings. Full text available in print issue only.

Examines influences of text language and structure and text-picture relationships on 33 preschoolers’ emergent readings of three picture books and teacher-led shared readings that preceded them. Indicates findings on emergent readings support a transactional model of emergent reading and highlight the importance of considering the influence of textual features on early reading behaviors and knowledge.