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As educators are learning to relate whole language theory and philosophy to literature-based instruction, children's books are finding their way into reading classrooms (Pace, 1991). Not only has literature-based instruction become a common theme in recent national conferences and journals in the field of reading but the use of literature has also been mandated in some places (English-Language Arts Framework for California Public Schools, 1987). Significantly more class room teachers are adopting children's books for literacy instruction than previously (Harris, 1993).

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