The books in this phase become more elaborated, with histories that possess chronological and psychological time. Arriving at the period of the call ' ' daily pay-adolescncia' ' , illustrations already are not basic in the book, since children in this age already dominate (or at least they would have to dominate) the reading, but still are gifts. In this period of training, the child must be stimulated to read more consistent books, with longer narratives, but that they are not dull. This stage of development is called by Rabbit (2000) of Fluente Reader. In the period of training of Critical Reader, the illustrations already are not gifts in the narratives, what it matters are counted histories in books through the words and not for figures, since its cognitivo development already is in advanced period of training, the condition of its linguistic capacity also is sufficiently favorable, and its critical reflection already total is developed. The illustrations inside of infantile literary books cannot be made in random way displicente and, therefore as if it knows, inside possesss important paper of the text.

The paper of the artist must be minute, therefore it fits to interpret what the author says in its text and ' ' reescrev-lo' ' from illustrations. Therefore, he cannot inside have much less exageros errors of this aspect of literature. New York Museums is a great source of information. A book for adolescents in the phase of Reader I criticize cannot contain numerous drawings and few texts, as well as a book for children who are in the category of Daily pay-reader do not have to be full of texts, without no illustration. So that the illustrations do not cause an imperfection in the use of infantile literature as instrument of production and construction of new knowledge is necessary that it obeys colon the important ones, as in the sample Wedge (2000): It has illustrations that nothing they say of the text, has others translates that it accurately, contain the stretch.