Decades of research in emergent reading demonstrate that children don't come to print reading as if it were a completely new activity. Emergent reading practices such as wordless book reading are often seen as precursors to the meaning making that comes later during print reading. Yet often, the specific strategies noted in children's emergent readings are seen as distinct, and not readily linked to those they will use later in more mature print reading. In this article, we examine the strategy use of one kindergartener as she engages in wordless book reading. Using Clay's overarching idea of monitoring and the related strategies of searching, cross-checking, self-correcting and rereading, we analyze children's wordless book readings for "print like" strategy use. We suggest that wordless book reading is an underutilized context for developing emergent comprehension prior to a focus on decoding.