If the purpose for teaching children's literature is to introduce readers to books to which they can respond and to encourage self-directed reading, the necessity of considering the reader's point of view is obvious. If the teacher approaches the subject from the student's point of view, the selection of materials will be influenced, thereby giving students the opportunity to respond to materials which recognize and accept a wide range of interests and tastes. Narrow categories that label books tend to limit, rather than expand, reading possibilities. Observation indicates that adults who have been taught children's literature with required reading lists often use the same required reading list when teaching children's literature to children. This can also serve as a limitation in the selection of books to meet the interests and needs of the reader. Book report forms can serve as a limiting factor in the reader's response to a book. Care should be taken by the teacher to avoid limiting children's reading material selection or response to material read. (LL)