This paper deals with the use of reading workbooks in elementary school classrooms. Sections of the paper discuss the purposes of workbooks, the function of workbooks (how workbooks serve both teachers and students), the implications of these observations about workbooks where developers of basal programs are concerned, and the sufficiency, efficiency, and effectiveness of workbook tasks. The bulk of the paper contains 20 guidelines for workbook tasks, suggesting ways of evaluating such materials and preparing children to use them. Examples from workbooks are offered to show the negative aspects of workbook design, thereby illustrating some of the factors workbook designers may want to consider if their goal is to provide materials that will help students learn to read. (RL)