To determine how children's knowledge about word boundaries differs at given points in time, writing samples were gathered from nine kindergarten children using similar procedures. Also examined were children's statements while composing and rereading as well as children's questions and information elicitations. Three of the subjects were judged to be high, three moderate, and three low in emergent reading ability. Data analysis showed that high emergent reading ability children did not ask word boundary questions; rather, they displayed and discussed discoveries they had already made or were making. The moderate children differed from the high children in the amount of written composition as well as in the nature of the writing systems they used. They used questions and other more direct ways of eliciting aid. Many word boundary problems were found in children judged to be low in emergent reading ability. These children also expressed many questions and elicited needed information. An extended example of word boundary problems for one moderate ability child demonstrated the child's ability to ask questions and elicit aid from an adult, typical in the parent-child relationships of fluent young readers. (HOD)