During a year-long study, the social settings in a grade 3 and grade 4 classroom were examined to determine the effects of the communities on what and how the children read for leisure. Maps of the actual physical setting of the school and classrooms were made, typologies or classifications of the social structures in the class and school were hypothesized, reading lessons were observed and videotaped, and teachers and pupils were interviewed to obtain an understanding of the social rules. The teachers were questioned on several occasions to find out how they thought reading should be taught and observed for what they actually did in class, and the children were asked to keep a record of the books that they read for leisure. At the end of the year all were interviewed, given a chance to respond to the selections they had read, and asked how they heard about the books they read. The two classes differed in a number of ways that affected how the children learned about books and ultimately about what they read. The data suggested at least one way a teacher can structure activities in the class to create a reading community. (Lists of books read by the students are appended.) (HOD)