This research draws upon both a preliminary study conducted over a 3-year period, in which a group of 15 children was tracked through the first 3 years of school, as well as works-in-progress. The particular concern of this research is the accessibility of the complex organization of reading instruction to young readers, realized by explicit and implicit relationships among written, spoken, and visual texts which constitute the intertextual fabric of reading instruction. The research is framed by a view of intertextuality as a constellation of theoretical approaches concerned with relationships between texts. Data gathered through audiotape transcripts and observational field notes have shown that teacher-meditated classroom reading lessons contain a complex of intertextual links. These intertextual relationships may be realized at varying levels of graphology/phonology, lexico-grammar and semantics, as well as in connections across contexts. In any one lesson, there was often found a continual moving from one level to another as relationships were drawn out, and the relationships were seen to be cued both explicitly through verbal interactions and implicitly through body positioning, intonation, gestures, and the arrangement of the physical context. The data also frequently revealed the transient nature of teaching and learning processes, in which children's very significant intertextual understandings (influenced by their particular cultural and social background) may be missed, and therefore invalidated, in the pursuit of intertextual agendas that impose dominant adult frames of reference upon children's utterances and experiences. Classroom data and interview data have also revealed differences in the kinds of relationships among texts perceived and valued by children and teachers. (Contains 9 references.) (EV)