An important area for preschool teachers to monitor in students is the development of emergent literacy skills, as these skills lay the foundation for conventional reading. However, it can be difficult for the teacher to select a test for use because there are many measures available on the market that purport to assess the same skills, albeit through differing methods (e.g., pictures versus auditory, timed versus untimed). This study examined three measures with differing formats that were administered to 4-year-old students attending Head Start in an effort to determine if the different methods affected performance. Results indicated that the three tests did overlap, meaning that administration of all three had not been necessary, yet relationships between individual tasks were mostly low to moderate, suggesting that method did matter. Implications of these results for practice and future research are discussed. (author abstract)