This article traces the development in Britain of the 'real' book approach to children learning to read. It begins with reference to Kenneth Goodman's seminal work in psycholinguistics published in the late 1960s. It goes on to draw on the work of Margaret Meek at the London Institute of Education and Liz Waterland, a teacher in an English primary school. Margaret Meek, the acknowledged doyenne of reading teachers, demonstrates the use and the place of quality fiction for children learning to read. While Margaret Meek concentrates on the value of quality children's literature, Liz Waterland writes from the point of view of the classroom teacher. She describes how adopting the 'real' book approach was a 'Damascus Road' conversion for her and one she could never go back on. An article by Colin Mills is discussed for the way it points out how the common language of education, derived from the behaviorist tradition, acts as a hindrance when applied to the 'real' book approach. Finally, an article by Henrietta Dombey offers readers a practical illustration of how one teacher helps pre-school children relate to the books read at story time. (Contains 12 references.) (KRN)