In the first manuscript, preference and interest studies are examined for the purpose of determining the issues involved in guiding educational professionals in the selection of books for free reading in the classroom and the library. Studies which examined books that children actually read rather than studies investigating topics children might want to read about, were more apt to give an accurate view of children's reading interests. Accessibility in terms of language and setting was found to be one determinate of reading interest. Identification with characters was another major indicator of children's reading engagement. The second manuscript notes that the state book award programs exist to encourage the recreational reading of the best in contemporary children's literature. Although adults generally create the book award list of nominees, children who have read a minimum number of the books may vote for their favorite. The study assumed that books winning more than 4 different state book awards have elicited a high level of interest by child readers. A list of the 1990-2000 winners of 44 state book award programs, concentrating on the category that included the elementary years, was compiled. Analysis of the data indicated that 7 authors won more than 39% of the awards given during that period. Reading levels for the books winning more than 4 awards averaged fifth grade, zero months. Analyzing the content of the top 10 titles, which had won 28% of the total number of awards, supported the research on children's reading interests. This research indicates that children are interested in books that are accessible in setting and language and provide a character with whom the children can easily identify either on a superficial or developmental level. Contains a total of 33 references, and 2 figures and a table of data. An appendix lists 19 works of children's literature cited. (Author/RS)