The elicitation procedures currently used by E. Sulzby in studies of emergent storybook reading were developed by addressing (1) how the wording of the elicitation request given sets up expectations on the child's part regarding language and behavior, (2) how the role that the investigator takes during the session affects the child/investigator interaction, and (3) how building of rapport, use of encouragements, and amount of "wait-time" affects the child's degree of participation and, ultimately, the success of the child/investigator interaction. As a result of Sulzby's initial studies of the emergent reading behaviors of bilingual children (Spanish and English), many questions about oral language development have arisen to broaden the study of written language development and oral/written language relationships. A conscious goal of Sulzby's research in learning about young children as readers and writers has been the constant assessment and development of her research methodology. Sulzby incorporates an experimental design with naturalistic investigation to provide checks and challenges to her reasoning about emergent literacy. As research in the area of emergent literacy develops, those seriously concerned with an accurate understanding of its process and product must continually assess and refine their research methodology. (JD)