This paper explores the reading development of 4 EFL young learners who learned to read through story books. The author reviews the reported history of the 4 cases and examines how these young learners gained the access to the oral language to which the written language is connected and recognized. This linkage in turn leads to the emergence of literacy. Though each case adopts slightly different approaches at some point, there are key elements through which these young learners find their entry point to literacy. It is found that in an EFL environment (a) auditory input is the primary source to offer access to oral language which is the basic requirement for learning to read. (b) the acquired oral language, either at word, phrase, or sentence level, if repeatedly linked to its written form, will have a great contribution to the development of early reading. (c) books extensively used are the best teaching materials for learning to read in an EFL setting. (d) teachers and parents who know when and where to intervene and provide needed scaffolds play an important role in the development of early reading.
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