The purpose of the study was to determine the effect of a companion text on the comprehension, vocabulary acquisition and fluency of students during teacher read alouds. Data were collected over a period of six days in an upper-middle class suburban school district in northern New Jersey. The students involved in the study consisted of eighteen fourth graders. Prior to each reading session, the researcher introduced five vocabulary words. The researcher read a grade-level text aloud to the students, half of whom had a companion text with which to read along. After each reading session, the researcher tested the students' comprehension and vocabulary. One struggling reader's fluency was also tested during the six days. The statistical analysis of the data revealed a significant difference for students with and without the text when the students were without the text first and then were given the text for the next read-aloud session. The analysis found no other significant differences in comprehension, vocabulary or fluency. The researcher's qualitative observations did indicate a heightened enthusiasm for reading the text during this study. Because the study was limited in its size and time frame, more research on this topic would be beneficial. (Contains 5 tables.) [M.A. Thesis, Kean University.]