Exposing students to lots of books and positive reading experiences while building a network of other readers who support each other provides students with tools that last beyond the classroom setting.

I never tell students they cannot read a book they pick up, but I do guide them toward books that I think would be a good fit for them. I think of myself as a reading mentor-a reader who can help them find books they might like.

Readers enjoy talking about books almost as much as they like reading.

A classroom atmosphere that promotes reading does not come from the furniture and its placement as much as it comes from the teacher's expectation that students will read.

If we value all readers, we must value all reading.

By believing that only some of our students will ever develop a love of books and reading, we ignore those who do not fall into books and reading on their own. We renege on our responsibility to teach students how to become self-actualized readers. We are selling our students short by believing that reading is a talent and that lifelong reading behaviors cannot be taught.

Our children shouldn't have to wait for adulthood to become wild readers. For many, it will be too late.