Suggesting that perhaps teachers have been overlooking the role of drawing in children's communication development by concentrating on the verbal aspects of language, this paper discusses aspects of verbal and graphic language and looks at the interrelationships between these elements in the process of communication. Selected picture stories of a set of first grade twins with limited English proficiency provide the context for the exploration of children's meaning construction. The paper examines children's picture stories by (1) documenting graphic language as it occurs in the process of communication, (2) tracing the interrelationships of drawing/reading, talking/listening, and writing/reading as children interact with print in a tutoring session, and (3) analyzing children's meaning construction from an "in process" rather than a "product" perspective. The children's picture stories and transcripts of the tutoring sessions are included. (HTH)