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Learning to read is an important issue in elementary school. The presence of a renowned author in children’s literature in recent cycle 3 textbooks would tend to show that the authors take into account the recommendations of the eduscol lists as well as the desire expressed in the programs to teach comprehension and literary reading. The authors’ choices regarding “ordering” (Denizot) serve different educational purposes, including formal learning. The relation of “amphitextuality” thus induced seems to place more value on a purely instrumental reading and educational objectives (Bishop) which would ultimately distance students from learning literature. Finally, the patrimonialization effect (Louichon) established by the presence of the same author tends to make him a school author, which replaces the need to have his work read.