GUIDELINES FOR THE PREPARATION OF ORIGINAL INSTRUCTIONAL MATERIALS FOR DISADVANTAGED YOUTH ARE PRESENTED. THE TEACHER SHOULD BEGIN WITH A CLEAR STATEMENT OF PURPOSE AND SHOULD BE GUIDED BY THE OBSERVED NEEDS, INTERESTS, EXPERIENCES, AND CAPABILITIES OF THE CHILDREN FOR WHOM THE MATERIALS ARE INTENDED. THE MATERIALS SHOULD BE READABLE IN TERMS OF THE STATED PURPOSE RATHER THAN IN TERMS OF READABILITY FORMULAS. DECISIONS ON VOCABULARY LOAD, SENTENCE LENGTH, AND COMPLEXITY SHOULD DEPEND ON THE TEACHER'S OWN JUDGMENT AND THE CHILDREN'S VERBAL EXPERIENCE. ILLUSTRATIVE TEACHER-MADE AND PUPIL-MADE MATERIALS ARE GROUPED ACCORDING TO PURPOSE. THE FIRST GROUP CONSISTS OF FIVE TRUE STORIES ABOUT THE WORLD AND PEOPLE WITH WHOM THE DISADVANTAGED CHILD CAN IDENTIFY. THE SECOND GROUP OF MATERIALS DWELLS ON SCHOOL- AND SYSTEMWIDE THEMES AND INTEGRATES THE PRESCRIBED CONTENT WITH NEEDED SKILLS. SAMPLES OF STUDENT COMPOSITIONS CONSTITUTE THE THIRD GROUP OF MATERIALS DESIGNED TO PERSONALIZE INSTRUCTION IN COMPOSITION. MATERIALS WHICH PROVIDE PRACTICE IN SPECIFIC READING SKILLS AND EXPOSURE TO VARIED LITERARY FORMS ARE PRESENTED. A BIBLIOGRAPHY IS INCLUDED. (NS)