A study examined how experienced kindergarten teachers read a story, an informational text, and a picture-phrase text to their students. Six teachers (five from schools in two small midwestern cities and one from a nearby rural area) were videotaped as they read each book to an average of 25 children in three classes each in order to capture their presentation techniques. Each session was analyzed according to what the teacher said and did before, during, and after a book reading session. Analyses of the videotapes showed that the teachers read a story in much the same way that parents read to their children at home, encouraging discussion through comments and questions, adding information before reading and recapping important ideas after reading. The results indicated that text comprehension was the central theme for kindergarten book reading sessions, with variations derived principally from differences in the type of book. (A data table, figures, and references are included and an appendix containing salient comments and questions before, during and after reading each text, as well as a list of the editorial advisory board members, is attached.) (JK)