While the increased availability of specific materials designed for language arts curriculums offers teachers convenience, it is important to continue to evaluate materials according to their usefulness as tools to aid the teaching-learning process. Language arts materials can be classified according to function: (1) those that encourage imitating the English language, (2) those that associate symbols with meaning, (3) those that aid in the recognition of symbols and symbol systems, (4) those that support the use of symbols for communication, (5) those that aid the development of physiological function, (6) those designed strictly for reading, and (7) those that can be called literature. New rationale should be used in the selection of children's literature, rationale that would weigh heavily the possibility for children to enjoy and identify with the story. Approaches to language arts curriculum and materials must consider (1) the way all children learn language, and (2) the pattern of anticipatory behavior and the relation of antecedent practice to later goals. The younger the child, the more language must play a supportive role to sensory learning. (MH)