A review of the literature on read-aloud programs reveals two studies that extensively examine program content and practices and teacher procedures. The first study, conducted in 1969, compiled responses from 582 intermediate teachers of grades four, five, and six throughout the United States. The second study, conducted in 1979, surveyed 29 kindergarten teachers in a large northern Minnesota city. Findings from the studies showed that in both kindergarten and intermediate grades the largest category of books teachers read orally to children is fiction. In the intermediate grades study, the quality of teacher selected books was determined by checking the list of titles against two standard bibliographies: "Children's Catalog," and "The Elementary School Library Collections." The kindergarten study used a set of criteria for evaluating the quality of plot, characterization, and style of picture story books. In consideration of personal teacher evaluation of a given book, two facts stood out: 85% to 100% of the teachers relied on their own knowledge in book selection; but in regard to quality of literature chosen, only one-fourth to two-fifths of the books selected for the read-aloud programs were categorized as top quality. The most frequently used book selection aids were "The Instructor," for intermediate teachers, and the "Bibliography of Books for Children" for kindergarten teachers. (HOD)