Those psychological principles which might aid the teacher in the selection of instructional materials are examined. Since learning is a process which builds sequentially on past learning, beginning reading materials should include words that have personal relevance for the individual child. Meaningful material is learned more quickly than nonsense syllables. Materials related to the child's experiences are more easily comprehended by him. The development of attitudes and interests cannot be measured by reading tests, but do contribute to reading growth. According to Blom, Waite, and Zinet (1968), the content of preprimers, primers, and first-grade readers is remote from the child's life. While he is keenly interested in the world around him, his reading stresses family attachment, younger siblings, and ambiguity in sex roles. Anthromorphic and animistic thinking which the child is exposed to are thought to be barriers to his intellectual development. Natural sentences of normal length often are understood more easily than short, artificial ones which are remote from the true language experience and normal speech patterns the child is familiar with. References are included. (WL)