A computer-assisted analysis was conducted of the punctuation skills taught in nine series of language arts textbooks. Each text was subjected to a detailed, page-by-page analysis of instructional content, resulting in a content-specific analysis of punctuation instruction at each grade level. The results indicated significant differences among the texts in the treatment of punctuation skills. Some texts, especially those stressing the primacy of oral language, gave the subject minimal attention. Those that gave greater emphasis to written composition tended to include a correspondingly larger number of exercises. Differences among texts also extended to the grade levels at which specific skills were introduced. The introduction of quotation marks, for example, began in five different series at five different grade levels. Seven other punctuation skills spanned four grades in level of introduction. Of the 34 different skills noted in the analysis, only six were taught in all nine textbook series. Seven of the nine series expanded punctuation instruction dramatically in the third grade. Another significant jump occurred in fourth grade, but it was difficult to locate commonalities among the texts beyond the fourth grade. In summary, it was difficult to detect a systematic pattern of instruction reflecting an expert body of opinion. (RL)