The relationship of the amount of classroom time devoted to reading instruction, the number of reading related activities, and teacher instruction feedback to reading achievement at the end of kindergarten was investigated for a sample of approximately 300 children in 14 kindergarten classrooms at three schools. Based on nine rounds of full-day observations, it was found that there are great between- and within-class differences in the amount and type of reading instruction received by the kindergarten children. These differences were strongly related to student decoding ability in the spring after controlling for fall achievement. Future analyses of the continuing longitudinal follow-up of these children will investigate the degree to which these differences in early reading achievement are reflected in later reading comprehension differences. (Tables of findings are included.) (Author/EL)