There are a variety of senses in which the word "reading" can be used, especially in conjunction with "math" and "book". This presentation will be for students and teachers who have ever read a math book yet still missed something from it. The best math books require more time per page to read or write than any other book. If we were to shape our curriculum around the great books across centuries, we would find that the greatest mathematicians would be working just as hard to read each others' books as we work to read any of them. Yet the very equitable nature of this enterprise motivates a love for reading math books, just as we see in literature, philosophy, theology, and history. We wouldn't withhold texts from children because they cannot read them well enough yet, and we shouldn't withhold digits, algebra, or calculus either. Just as we help children to read and learn through listening and reciting, spelling and vocabulary, sentences and grammar, paragraphs and compositions, we can help children read and learn mathematics by extending these writing exercises through number, magnitude, dynamic, and contour. I will give examples of writing exercises that shape and free the mind for reading, reasoning, and relating mathematics from graduation down to early childhood.