We know that the young learn language all the time whether or not teachers are involved. On the other hand, teachers have significant opportunities to help students make explicit their intuitive knowledgeabout language, to reflect on what they know about language, and to see if what they know fits whatothers know about language use (Goodman, 2003). Reader's responses to text provides insights into the depth and breadth of their comprehension.Additionally, responding to text by retelling, illustrating, dramatizing, setting the story to music or dance or discussing it with others provides opportunities for readers to relive, rehearse, modify andintegrate their interpretations of text, giving them a chance to enhance the construction of meaning ((Burke, Goodman & Watson, 2005).Richard Allington argues that an independent-level or "good-fit" book for children is one they can readwith 99% accuracy (Allington 2006). Based on research-based best practices for classroom literacyinstruction, I believe it is essential to spend focused classroom time teaching readers to choose booksthat are a good fit for them, books they enjoy and that, as Routman says in her book
, "seem custom-made for the child" (2005). Simply put, it is essential to teach children thatone of the most important things to do to become a better reader is to read a good-fit book. Matching text and strategies to readers (and writers) that they connect to and make meaning from is the mostimportant component of any literacy program.