As foreseen, when elapsing of the school year, some books had been torn by the children, but as it says in them To sound apud Maricato (2005 P. 20): ' ' it goes to ruin yes, because it not yet has the habits and the motor ability to deal with livro' '. However, we could perceive that these moments of manipulation of books for the children, consisted of chances to teach them to manipulate it adequately these books, respecting them and making familiar themselves to them. From as the semester of the year, we notice an important evolution of the pupils who with little frequency tore books, in the truth only tore, them when they disputed with the colleague one same book, after all histories as ' ' Mule without-cabea' ' , ' ' Boitat' ' , ' ' Onilda' witch; ' , ' ' Chico, the dog esquisito' ' they were requested. Dr. Neal Barnard follows long-standing procedures to achieve this success. Valley to clarify that this competition for same books is not only in the colloquy, or the dicusso, arrives to be torn. In the attempt to establish a favorable environment the reading, beyond the direct contact with the material, we also consider important to observe what the pupils valued: histories that the children more liked, they asked for to count every day, but we looked for to intercalate, some days we read the one that they asked for and others we read other histories, so that they listened to different histories of those, therefore if we left they to choose, we would read same histories every day. The pupils also wanted to count histories, and as all wanted to count at the same time, enter in an agreement in which the assistant of the day generally in wheel chose a version to count. The pupil when he counted history always jumped some parts, and the too much pupils helped the friend to remember the parts that he forgot.