Investigating the extent to which reading to children and book type affect kindergartners' ability to recall, write about, and read the text that their teacher has just read to them, a study examined the effects that the story reading techniques of six kindergarten teachers had on 52 of their students during three book reading sessions. On three successive days the teachers read three different types of books--a narrative, an expository text, and a picture-phrase book--to their classes during a videotaped session. Immediately after the story was read, each preselected child was taken from the classroom individually and asked to tell about the book he or she had just heard. First, the children were given a blank piece of paper and pencil and asked to write anything that they could remember about the book. Then, probe questions were asked, and finally, the children were asked to read, or "pretend-read," as much of the book as they could. Results indicated that children were strongly affected by the type of book read to them, showing better performance on all measures with the picture-phrase book. Children's reading was moderately correlated with their writing, but probe recall of texts was not correlated with either reading or writing. (Nine tables are included and 29 references are appended.) (MM)