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Children are the future of the world and when it comes to learning how to read, it is important for perschool teachers to provide a high level of literacy instruction. Literacy instruction comes in two forms, phonological awareness which is introduces letter-sound connection and leads to the ability to decode words. Understanding oral language leads to a high level of vocabulary and comprehension. Together phonological awareness and oral language are the keys to learning how to read and understand what is being read. Developmentally appropriate literacy instruction is based on a high quality level of teacher-child interaction full of questioning to bring out a child's ideas and prompt conversation. Children need to hear and speak a large variety of words in order to develop oral language skills. The more conversation and variety of detailed descriptive words, the more a child can develop a high level vocabulary and comprehension skills. This dissertation explores how teachers deliver developmentally appropriate literacy practice in preschool classrooms.