Describes how kindergarten children in literature-based classrooms listen to stories again and again during shared readings by teachers, and then they pretend-read the stories on their own. Uses hierarchical regression to explore relationships among factors, such as one-to-one correspondence concepts and automaticity in letter name recognition. Finds significant unique contributions to variance in voice-print matching for tag-counting, and for speed in letter naming, as well as for invented spelling. (SG)