<p><em>It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words.</em><br><strong>-Kathy Collins and Matt Glover</strong></p><p>What do we see when young children interact with books before they can read the words?</p><p>Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development.</p><p>&quot;One of our biggest hopes,&quot; write Kathy and Matt, &quot;is to help you see and value all of the powerful work young children do as readers.&quot; With<em>I </em>Am <em>Reading</em> you'll see that fostering what little ones do before they can read the words is important early instruction.</p><p>Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share:</p><ul><li>observation guides for children reading any kind of book </li><li>specific descriptions of language and independence development </li><li>sample reading conferences and whole-class minilessons </li><li>suggestions for creating reading opportunities in preschool and reading workshops in K-1</li><li>action plans to get you going </li><li>25 online video clips of children making meaning and teachers supporting them.</li></ul><p><em>I</em> Am <em>Reading</em> pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. &quot;In the rush toward ever higher reading levels in the early years,&quot; write Kathy and Matt, &quot;we may fail to value the strategy use and high-level thinking children do before they are reading conventionally.&quot; Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.</p>