Children's Literature in Education

, Volume 24, Issue 4, pp 277–289 | Cite as

Why readers read what writers write

  • Hugh Crago


Social Context 
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  1. 1.
    “Wild Things,” December 1967, 359–360.Google Scholar
  2. 2.
    See, e.g., Frank Whitehead, A. C. Capey, Wendy Maddren, and A. Wellings,Children and Their Books: London: MacMillan, Schools Council Publication, 1977.Google Scholar
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    “Stories from a Victorian nursery,”Signal, September 1992,69, 189.Google Scholar
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    E.g., “Symbolic outlining: The academic study of children's literature,”Signal, 1987,53, 97–115; “Keeping company with Wayne Booth—and others,Signal, 1990,62, 104–113; “Transitions: The notion of change in writing for children,”Signal, 1992,67, 13–33.Google Scholar
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    See, e.g., M. Crago and H. Crago,Prelude to Literacy. Carbondale, Il: Southern Illinois Univ. Press, 1993. D. Butler,Asshla and the Books. London: Hoddes and Stroughton, 1979. V. Lowe, “Snufkin, Sniff and Little My”,Papers 1990, 2:2, 87–96.Google Scholar
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    “Tarzan the Incomparable,” trans. Patricia Crampton,Signal, 1991,64, 20–24. Further relevant biographical details can be found in Nancy Huse, “Tove Jansson and her readers: No one excluded,”Children's Literature, 1991,19, 149–161.Google Scholar
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    D. W. Harding, “Psychological processes in the reading of fiction, inAesthetics in the Modern World, Harold Osborne, ed. London: Thames & Hudson, 1968.Google Scholar
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    See Gregory Bateson, “A theory of play and fantasy” (1954) inSteps to an Ecology of Mind, pp. 150–166, New York: Ballantine Books, 1972.Google Scholar
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    Sanjay Sircar, personal communication, 1991.Google Scholar
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    Lowe, personal correspondence, 1991.Google Scholar
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    Lost in a Book: The Psychology of Reading for Pleasure. New Haven: Yale University Press, 1988.Google Scholar

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© Human Sciences Press, Inc 1993

Authors and Affiliations

  • Hugh Crago

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