Information text can be utilized to enhance both reading and science instruction in the kindergarten classroom. These books bring abstract concepts to life for young learners, and can serve as the focal point for numerous topics of study. Although many teachers incorporate information books into their teaching, it is important that teachers understand how to best harness the full instructional power of these texts. One pedagogical strategy teachers can employ to teach content knowledge, as well as reading comprehension is the interactive read aloud. As such, the goal of this study is to determine the impact of interactive read alouds with information text on kindergarten students' ability to convey their own understanding of science content through multiple modes (e.g., orally, written and drawn). The research questions guiding this study focus on the role information text plays in student vocabulary knowledge and the ability to produce oral and written explanation statements, as these skills are vital to developing understanding of scientific concepts. Data will be collected through the examination of student samples of emergent writing, which includes drawings. The results of this study indicate two major findings: more written than verbal explanations were produced by students in both the intervention and nonintervention classrooms and a greater use of cause and effect statements produced by students in the intervention class. This study adds to the growing body of literature concerning the use of information text in elementary settings, while also providing teachers with a deeper understanding of the role that interactive read alouds with informational text support young children's writing in science. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]