The focus of this action research project was to find an effective method of reading instruction that lends itself to reading comprehension in kindergarten students. The methods that were used in this study were the picture walk, read aloud, and read along. These methods were chosen because they differed in their approach by the teacher. The names of the methods tested during this study describe how each was used. The picture walk allowed the students to read the book by looking at the pictures. They did not hear the words or read the text on the pages. The story came strictly from their ideas. During the read along times, big books were used so that the students could read the words for themselves as well as see the pictures. Hearing the words while reading the words allowed the students to see which letter combinations made which words and sounds. The read aloud method kept the students in their seats while the instructor read from one book. This book was small enough that the children could not see the words; they were limited to only hearing the story. Each method was used six times. At the conclusion of each story, the students were individually asked five comprehension questions. Their scores were recorded and each student received a total score of 0-30 for each method of instruction. These scores were used to compare the different methods. The results showed that the picture walk was not an efficient method of instruction. However, in comparison, the read aloud and read along methods were beneficial. Appendixes contain an outline of methods of instruction; a list of comprehension questions for each of the 18 books used; and permission letters. (Contains 37 references and 3 tables of data.) (Author/RS)