The nature of children's communication processes of listening, speaking, reading, and drawing/writing that occur during story time is explored in this paper, which describes story time as a literacy event. The framework that children develop during story-time can serve as a vehicle for language arts instruction. In helping children cultivate literacy skills, teachers must provide opportunities for children to make use of all available possibilities for communication. Stories should not merely represent a literary experience but should also be an interactive experience between the child, teacher, and text. The story-time experience shows the child as a "meaning-seeker," and this search for meaning in language must be enhanced if language is to be experienced as a natural, meaningful, and whole entity. A four-page bibliography concludes the report. (DF)