Most children, we commonly suppose, learn to read when they begin formal schooling around the age of 6. In many respects, though, elements of the experience of reading are already familiar to them long before schooling begins. They are already masters of oral language and have used it to play with, to make up fantasy monologues in their cribs, and to retell their experiences to adults. They also know that written and printed language conveys meaning, and they are likely to know the meanings of many particular signs, from the words on cereal boxes to how their own names are spelled. They watch cartoon stories on television. In families where children are read to and books are common gifts, they will have their favorites and they will probably have engaged in pretend reading, matching the words on the pages of familiar books to the characters and events in the stories. Children who are used to books have familiar expectations as to what constitutes a story: special formulas like “Once upon a time…,” narrative sequence, a central character, and a plot, even if it is only the “basic monster story” of threat-and-threat-averted. Using a book at this age is typically also a rich visual and even tactile experience of vivid images and of an object that can be held, pointed to, turned, opened, and closed.