This paper urges primary grade teachers to be certain that pupils are off to a good start in reading. A fundamental goal of beginning reading instruction should be to move each child toward the understanding that readers reconstruct texts by using multiple strategies to interpret the language encoded in print and, at the same time, to make it possible for the child to do this by providing information that will enable construction of appropriate strategies. It considers the ways a teacher can stimulate young children to read, such as using experience charts in class; using the Guided Listening Thinking activity to choose a library (picture) book to read; or using the shared book (Big Book) experience. According to the paper, phonics should not be taught for its own sake but rather to assist learners to unlock unknown words. The paper suggests word banks for young readers and storybook time every day when the teacher reads orally to the pupils. The paper also recommends sustained silent reading as offering a positive model for reading. It cautions that the primary grade reading teacher needs to have all pupils experience initial successes with continual optimal progress emphasized for each child. (Contains 11 references.) (NKA)