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The article focuses on the significance of fairy tale characters in fantasy books among the U.S. teenagers' literary experience. It is noted that fairy tales are an introduction to the realm of fantasy literature for children. Studies show that children between the ages of five and ten are the primary audience of literary fairy tales. At this stage of development, children enjoy these stories for their magical elements, sense of justice, triumphs of good over evil and themes relatable to their own experiences. Choosing a picture or illustrated conventional retelling tends to reintroduce children to the basic story outline, characters, and overall theme. Experiencing the concept of character analysis and the ability of connecting various texts are positive possibilities through discussions.

The article focuses on the working method of Dr. Seuss and the creation of his fantastical Seuss-a-thon (children's stories) in the U.S. It is noted that Dr. Seuss stopped smoking in 1981 and suggested that replacing cigarettes with a pipe is one way of quitting it. His working methods in making is considered as the best possible reason in writing a children's book. Seuss-a-thon is prepared by wearing a tall stove-pipe hat with red and white stripes and read Dr. Seuss' book. Some people bring puppets, do funny voices, sing song written by him or some turn the book into an interactive experience. It is noted that his readings are like Gilbert and Sullivan which are hard to remember. Survey shows that at least half of the readers are children.

The article discusses the integration of fairy tales on the expanded teaching programs of STEM education in the U.S. Topics mentioned include the support of the Curiosity Creates grant of the Association for Library Service to Children and the concept of curriculum specialist Nicole Suarez in creating lesson plans while incorporating the Common Core educational standards. Also emphasized is the significant role of fairy tales in helping the children how digital technology works.