This article investigates the ways in which alphabetic print concepts govern a sense of natural and appropriate early reading development, and juxtaposes the concepts found in early literacy curriculum and assessment with hypertextual elements found in new forms of texts written for children. Using a theoretical approach that combines poststructural theories of power and knowledge with sociocultural theories of literacy, the analysis challenges traditional alphabetic print literacy as a political and historical sign of the times, and reframes educational reasoning about "appropriate" early reading instruction in terms of new technologies, changing texts, and sociocultural forms of literacies. (Contains 5 notes.)