Abstract
A text’s primary meaning and its larger significance is produced through the dialogue between the text’s own discourse and a reader’s prior knowledge. The author of a series of stories, either as stories within an integrated collection (such as The Magnificent Nose and Other Marvels) or as books published serially (as in the Tashi books), has the opportunity to ask a little more of her readers as they proceed through her texts. Thus textual sophistication and reader sophistication may develop in tandem. To address young readers whose prior knowledge is limited, writers may initially confront these questions: “How do children understand text?” “How can writers make their text understood by children?” In his examination of how a text and its adult readers coproduce the meaning, Peter Hunt concludes that “children are outsiders to the adult secrets of text” (222). According to Hunt:
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