The Early Literacy Collections are designed to help teachers and parents dramatically increase pre-school student’s reading and language experiences. Carefully selected, great books provide for classroom read-alouds, student pretend reading, talking about books every day in school and home reading every night.

The 100 Book Challenge Early Literacy Program ensures that every child becomes a “1,000-Book Kid,”—that is, that they read, (or are read to), at least 1,000 books per year. LogBooks serve as a formal tracking mechanism, motivator, and communication link between home and school. Each child, with the help of his/her school and home coaches keeps track of the number and titles of books he/she experiences. The LogBook travels between school and home every day and provides parents with a highly effective, and relatively easy, way of being involved in their child’s literacy development. Teachers, parents and volunteer coaches monitor each child’s progress on the way to the goal of experiencing 1,000 books per year. Everyone connected to the child can share in the quest for literacy improvement and celebrate the attainment of milestones along the way.

The 100 Book Challenge Early Literacy Program provides comprehensive assessment tools and methods to identify and measure a child’s literacy strengths and needs. As teachers conduct daily Early Literacy Workshops and one-on-one student conferences, teachers continually and constantly assess students' literacy skills and make decisions as to student progress and needs for intervention.

Specifically, the following literacy elements are assessed:

1. Independent reading skills
   (picture reading & text reading)
2. Listening levels
3. Book handling skills
4. Language development
5. Attention span
6. Awareness of print

American Reading Company provides professional development training and workshops to teachers that are rooted in scientifically based reading research knowledge of early language and reading development. Training is designed to increase student achievement in reading by helping teachers increase skills in assessment, use assessment results to plan the next teaching steps, and provide an integrated literacy program using differentiated instructional strategies. Emphasis is directed to the early literacy circulating book collections and program implementation to help teachers and parents dramatically increase preschool students’ reading and language experiences. Structures for teacher learning are embedded in daily classroom practice.