In these pages, teachers and educators of teachers will find: research evidence to raise their awareness of how young minds learn to work with the printed word; help to observe and build on what children already know before they first enter school; how to focus on and interact with what each child can do (not what they can̢۪t ); how to set each individual learner on their own pathway to literary success, so there need be no wasted time, no discouragement for teacher or student. Above all, diversity is to be welcomed and accommodated, and independence fostered. Contents: Part One: Children come to school by different paths: Children's language -- Conversation as one model of teaching interactions -- Literacy awareness: From acts to awareness -- Developmental learning puzzles me; Part Two: Understanding what children know: Looking and seeing in the classroom -- Using the concepts about print task with school entrants -- Concepts about print in English and other languages --.