If kids are to become good readers, they need to read a lot of books. This is particularly critical in the first four years of school. In fact, standards published with the guidelines of how much they need to read lays a mandate for educators and families to achieve with their young children. In summary, the New Standards Primary Committee 1999 states:Primary one students (kindergarten) should read or reread independently or with another student or adult, two to four familiar books each day and listen to one or two books each day at school or at home.Primary two students (first grade) should read independently or with assistance, four or more books each day and hear two to four books or other texts read aloud each day.Primary three students (second grade) should read one or two short books or long chapters each day and listen to and discuss each day one text that is longer and more difficult than what can be read independently.Primary four students (third grade) should read t30 chapter books per year and listen to and discuss at least one chapter read aloud each day.When we do the math on these recommended standards, this would mean a student in the first year of formal schooling (primary one) should read at least 360 books in a school year of 36 weeks, if they read two easy books a day. Students in the second year of school (primary two) should read at least 720 books within a school year if they read four easy books each day. These figures do not take into account additional reading done in the home. However, these recommendations have to be considered seriously if we are committed to building reading proficiency, fluency and real readers.Schools can endeavour to meet these standards in many ways, but a careful look at what is valued in the early years must first be considered. Classes in the first years of school should represent homes that value literacy and provide boundless opportunities for children to hear and read easy books. These homes make books accessible by the collections visibly seen within the home and by the practices of reading to children and by adults reading in the home.Suggestions for classes to promote a literacy home simulation class can include:n A substantial classroom library and comfortable reading area.n Newspapers and magazines, listening stations to hear favourite books on tape.n Bulletin boards with cartoons, pictures, advertisements and announcements that interest kids.n Language charts with favourite stories, poems and plays.n Lots of things with which to write-paper and pencils, coloured pencils, markers, chalk and finger paint.n Exemplary adult/more experienced models of reading and writing demonstrated by an enthusiastic teacher, parent volunteers and older students.n Substantial time for reading quietly and to an adult, at least 90 minutes a day.n Circle time to encourage active discussion about books, pictures in books, and to learn about book features from enlarged texts, and to hear good story language through stories read aloud.n Individual book baskets for children that contain easy books they can read with accuracy, fluency and understanding.Literacy expert and researcher, Richard Allington states “to create powerful classroom environments in which all children learn to read and write, teachers need to be concerned with models, materials, and motivation”. He goes on to remind us that all children need to see reading and writing demonstrated and to be continuously engaged in real reading and writing. In order to do this, decisions have to be made to make the time for uninterrupted real reading and money must be allocated to provide the hundreds of books needed. To ensure that all students read a lot, schools should consider setting standards for the expected volume of reading (and writing). Practice matters in building strong readers. It is a known fact that voluntary, engaged reading, in school and out seems to be the most powerful link to high levels of proficiency.literacymatters[AT]logic.bm