A review of the professional literature supports the position that abundant experience with literature has value for young readers. Teachers in the elementary grades stimulate appreciation of literature when (1) their own enthusiasm is evident as they read and discuss books, (2) they regard each pupil as an able reader of and responder about literature, (3) they provide scores of books so excellent that children get lost in reading these books, and (4) they plan ways for children to respond to and discuss books. The goal of the literature discussion should be to further children's companionship and understanding of one another as they react to a shared book. The work of Louise Rosenblatt and others emphasizes the importance of the reader's focus of attention during the reading transaction; their studies explain why all readers attend singularly to different stimuli in books and why this spirited diversity grows by means of enjoyable book discussions that also enhance peer kinship. Sensitive, knowledgeable teachers can, with practice and experience, learn how essential this kind of literary experience is to the growth of appreciative readers. (A framework of teacher observations and children's questions during literary discussions is offered as a means of retrieving and extending children's literary experiences.) (RL)