Because children begin to learn literacy skills before formal reading and writing instruction takes place, exposure to books at an early age leads to improved literacy skills throughout their lives. Further, because so many children are in child-care facilities for up to 40 hours a week, it is essential for child-care centers to provide young children sufficient access to quality books--this is especially important in areas of low income, where children may not have access to books and literacy experiences at home. This book details a study of child-care centers across the United States that uncovered some troubling results. The report discovered that there is a serious lack of quality books in many child-care centers, and that many states do not have clear guidelines for using books to create literacy exposure in child-care settings and prekindergarten classrooms. It finds that there are states, however, that have set up clear and consistent guidelines and rules regarding early literacy instruction, and there are numerous professional organizations that also are pushing to close the book gap. Chapters in the book highlight trends in children's publishing and the children's book market; detail the study and its results; describe a state (Georgia) that has made excellent progress in early education standards; and give possible solutions for closing the book gap for young children. Appended are the survey questionnaire; state regulations for child care; state-funded prekindergarten regulations (mandated); state-funded prekindergarten guidelines (not mandated); additional state resources (as of October 9, 2001); and an individual county's efforts to address literacy in prekindergarten. (Contains 41 references.) (NKA)