“I am a reader, a flashlight-under-the-covers, carries-a-book-everywhere-I-go​, don't-look-at-my-Amazon-bill. I choose purses based on whether I can cram a paperback into them, and my books are the first items I pack into a suitcase. I am the person who family and friends call when they need a book recommendation or cannot remember who wrote Heidi. My identity as a person is so entwined with my love of reading and books that I cannot separate the two.”

“Being a reader is how I choose to spend my life, every aspect of it, inside and outside of the classroom. I often wonder whether my identity as a reader, someone who reads voraciously and always has a book recommendation, is all I have to offer. That may be true, but it is an oversimplification. How can I express the extent to which reading has shaped who I am as a human being? Although I see myself as kind, I am not a demonstrative person. If I have ever brought you a book unasked for, know that I cared. I said everything to you that I wanted with that book. I have enough wisdom to acknowledge that an author’s words are more eloquent than my own. When we meet and I discover that we have read and loved the same books, we are instant friends. We know a great deal about each other already if we both read. I imagine this is why I strive so hard to get people around me to read. If you don’t read, I don’t know how to communicate with you. I know this is a shortcoming. Perhaps my mother, who worried that reading would make me socially stunted, was half right. I can never express who I really am in my own words as powerfully as my books can.”

“If you don't read, I don't know how to communicate with you...I can never express who I am in my own words as powerfully as my books can.”

“I try to teach my students that books are a mirror, reflecting their own lives, and a window, giving them a peek into someone else's.”

“I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off the programs, underneath it all is a child reading a book.”

“Of his new book, Don says: “It might be the greatest book ever written. I don’t think anybody is going to read a book again after they read my new one. I think God is proud of me. I am going to make a killing off this thing and I’m going to use the money to go to space.”

“My favorite thing in the world to do is read a book. I read Heidi, which I love, then I read another book, then I read Heidi again. If I stopped reading Heidi in between the other books, I'd be able to read twice as many books, but the thing is I like reading Heidi. So I do.”