A survey of 14 leading language arts, children's literature, and reading methods books, as well as professional journal articles and other notable books on reading to children, yielded a total of eight recommendations made by more than half of the authors, including the following: (1) prepare by previewing the book, (2) read with expression, (3) observe and encourage children's responses, and (4) allow time for discussion after reading. However, recent observations of kindergarten teachers reading to their students suggest that these recommendations do not say enough to teachers and teacher educators about the "how" of storybook reading. Observations and transcripts of two kindergarten teachers reading aloud the same book were analyzed in light of the eight recommendations for effective storybook reading. The results did not distinguish between the two teachers. A deeper analysis of the teacher talk, however, indicated differences as well as similarities between the two readings. The amount of talk by teacher B was greater than that of teacher M overall, as well as before and during the reading, but not in the discussion after the reading. Teacher B focused much more upon asking inferential questions than did teacher M, who focused twice on the episode which contained the theme of the story, while teacher B's focus was broader, giving attention to many aspects of the story. While teacher M's talk concentrated mainly on the moral of the story, teacher B can better be characterized as focusing on thinking skills. (HTH)