To determine developmental patterns in emergent reading behaviors of young children, a longitudinal study was conducted of two-, three-, and four-year-old children's language when asked to "read" a favorite storybook. Thirty-two middle and low income children from a daycare center took part in four studies spaced over a year; four children were seen monthly; and all children read two books at a session. After choosing a book and sitting down at a table, the examiner asked the child why he or she selected a given book and then asked the child to read the book to the examiner and a stuffed animal. Sessions were videotaped, audiotaped, and transcribed. Analyses included categorizing each child's performance using the "Emergent Reading Ability Judgments for Favorite Storybooks" scale. Results showed children's behavior to be stable across storybooks. Children's emergent reading ability increased with age and showed developmental patterns consistent with the idea that children are making written and oral language distinctions long before they are reading from print. Children used appropriate comprehension strategies such as self-corrections and predictions of written language-like wording when "reading" from pictures. (Author/HOD)