English teachers have given some attention to aesthetic reading, usually terming it the development of literary appreciation, but many of the classroom practices used to foster that appreciation have been counterproductive. One consideration in developing aesthetic reading has to do with the means for promoting reflection in readers. That is, their willingness to contemplate what they are about to read or what they have read and its effect on them. Another consideration in helping students with their aesthetic reading of literature is developing their ability to engage in questioning and problem solving. Good readers distinguish themselves from weaker readers through the ability to ask questions and search for answers that promote greater comprehension of the text and of the reading experience that accompanied it. Therefore, teachers need to create situations that provoke students into asking questions of their own in order to arrive at solutions that satisfy them. Reflection and problem solving promote the reading of literature based on an inquiry mode, in which shared discussion plays a major role. To introduce this approach into the classroom, teachers need to focus the attention of students on actual inquiry and response and to provide opportunities for frequent practice in the process. (The paper concludes with a sequence of activities connected with the reading of Robert Frost's "Storm Fear" that shows how such an approach might be introduced.) (HOD)