This research examines differential participation in three specific classroom literacy activities over an academic school and their relationship to progress on school-based measures of literacy progress in one urban kindergarten linguistically diverse classroom. Exploring the experiences of three kindergarten beginning English language learners through discourse analysis, the relationship between participation in classroom literacy activities and progress on specific school-based measures of literacy is explored. Findings show that the students' differential participation in whole group reading [instruction] time, writing activity time, and narrative activity time are related to various degrees of students' specific skill building and progress on specific school-based measures of literacy achievement. Implications from this research can be used to inform classroom teachers on student participation during daily classroom literacy activities. [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.]