Research shows that low-income students have historically been at a disadvantage for developing literacy skills in elementary school, which can have a negative impact on their future academic and career success. It can be inferred that the more students read, the more developed their literacy skills become. This study examines whether sending books home with second grade students in a structured way impacts the behavior that leads to literacy. A pilot program at a low-income elementary school in the Bay Area will be implemented and evaluated based on self-reported data from students, teachers, and parents.