RECEIVED

The three papers in this resource guide are oriented to the needs of Spanish-surnamed and Indian children. The first oaper points out three concerns to be examined before selecting reading materials: (1) the population for whom selection is planned, (2) criteria emphasizing children's needs, and (3) apparent trends in reading instructional materials appropriate for the population. Critical points for selection and evaluation of reading instructional materials for Indian and Spanish-speaking children are discussed. The second paper stresses teacher-student interaction, diagnostic teaching, and classroom management in the elementary school. The author feels that standardized tests, especially their norms, should not be used with minority groups, but that the informal reading inventory is best for these children. He also refers to four approaches used to teach non-English-speaking children and to four language measures. The third paper observes that schools are servin