Literacy development begins in the very early stages of childhood, even though the activities of young children may not seem related to reading and writing. In 1966, New Zealand researcher Marie Clay introduced the term "emergent literacy" to describe the behaviors seen in young children when they use books and writing materials to imitate reading and writing activities, even though the children cannot actually read and write in the conventional sense. Early behaviors, such as "reading" from pictures and "writing" with scribbles are examples of emergent literacy and are an important part of children's literacy development. With the support of parents, caregivers, early childhood educators, and teachers, as well as exposure to a literacy-rich environment, children successfully progress from emergent to conventional reading. The theoretical and research-based knowledge of child development in general and of literacy development in particular provides an understanding of the literacy acquisition of young children and suggests strategies that can help children become successful, confident readers and writers. This paper discusses how to address the literacy needs of emergent and early readers. It consists of the following sections: Issue; Overview; Goals; Action Options; Pitfalls; Different Viewpoints; (Illustrative) Cases; and Contacts. (NKA)