A number of issues related to the production of literacy materials for the Chicano children of New Mexico are discussed. First, a historical survey gives some idea of the way in which instructional materials available for use with Spanish-speaking children have contributed to cultural estrangement and alienation from their own particular home and community culture. Following this, a discussion of sociolinguistic issues indicates what is involved in the preparation of instructional materials designed to move children into bilingualism, bi-literacy, and biculturality. In a final section, the "Tierra de Encanto" reading series is reviewed and indications are given on the way it was particularized to meet the needs of Spanish-speaking children in New Mexico. (Author/AMH)