A study explored emergent readers' reconstruction of two story text types for evidence of cohesive harmony. Data came from a subset of 12 kindergarten children in 2 classes in an inner-city school. All of the children participated in a storybook reading program in which two types of texts were used: simple, beginning reader text and complex, trade book text. Analysis of children's storybook reconstructions by text type prior to systematic exposure to the two text types indicated individual differences in cohesive harmony. Children's differential exposure to the two text types during the storybook reading program was associated with different levels of cohesive harmony in reconstructed texts for some storybooks. No significant increase in cohesive harmony at posttesting was indicated across classes for either text type or for repeated text. Findings suggest that a complex relationship exists among text type, exposure, and cohesive harmony. (Six tables of data and two figures presenting excerpts from reconstructed texts are included; 47 references and a list of the books used with the students are attached.) (RS)