The purpose of this book is to present in a single source a portrait of the primary reading textbook as a learning motivator and transmitter of a culture's values and behavior standards. Some of the topics covered in the twelve chapters include: a description of the methods and the results of the analyses of 1,307 stories from twelve of the most widely used primary reading textbook series; a theoretical justification of the idea that reading textbooks whose content has little interest, appeal, or meaning for the child will impede his learning to read; a comparison of the content of the library book selections made by middle-class first grade students with the content of first grade reading textbooks; a utilization of the information presented in the first three chapters to determine if first grade children do prefer the textbook stories which are developmentally appropriate; a discussion of multiethnic texts; a look at the role of males and females in American primers from colonial days to the present; and the relationship between textbook content and the social values and attitudes held by the establishment. (WR)