Over the past 50 years, substantial changes have occurred in the texts used for beginning reading instruction. This article analyzes four perspectives that have most influenced these texts in the United States over this period and the changes in these texts in relation to those in the nation's demographics and young children's literacy-related experiences including media exposure, availability of children's books, and time spent in nonparental care. These analyses are followed by an examination of the research underlying three assumptions that shape the reading instruction in all current core reading programs: (a) earlier is better, (b) word repetition is not a factor in learning to read, and (c) one size fits all. The article concludes with a call for care in designing and selecting texts for students whose literacy levels are impacted greatly by the quality of their school experiences--children in high-poverty communities.