A study examined emergent readers' reconstructions of familiar storybook texts for evidence of cohesive harmony. The study focused on: the range of cohesive harmony; whether the level of cohesive harmony would reach linguistic significance; and whether patterns within the original text would emerge. Fourteen inner-city kindergartners were interviewed after having heard a story 3-4 times in the week prior to the interview. Results indicated that children's story reconstructions ranged from having no cohesive harmony to a level that approached the original text. Slightly over half of the reconstructed texts reached linguistic significance. Several children seemed to focus on and elaborate upon the patterned segments of the original text. Further study of text types as well as longitudinal research is necessary to increase understanding of the development of cohesive harmony in composition-related tasks among young children. (Four figures are included; 20 references are attached.) (Author/PRA)