The sentences in two first grade basal readers were categorized using Joan Tough's language function classification system to determine whether lower level basal readers allowed children to use their knowledge of language functions in reading. The range of language functions and language uses in the basals was compared to those that Tough found in the speech of seven-year-old children. The findings suggested that the basals depended too much on single language functions and uses. Although the two basal readers used all the language functions that normally appeared in the repertoires of first grade children, the interpretive function in general and the reporting use in particular were used to a far greater extent in the basals than they occur in the language of children. The directive, projective, and relational language functions and uses were underrepresented in the basal readers. It was concluded that beginning basals could more effectively capitalize on the beginning reader's knowledge of language functions. (RL)