This essay explores the concept of reader stance as defined by L. Rosenblatt (1978, 1994) as a useful framework from which to view the relative imbalance between the efferent and aesthetic reading of literature, particularly among schoolage adolescents. It then examines how 4 theoretical models and perspectives offer considerable explanatory insight into the process and virtue of adopting an aesthetic reading stance. According to the essay, schema theory provides a foundation for viewing the comprehension process in general, and aesthetic reading in particular, as a process that depends on the unique personal experience and world knowledge of the individual reader. Second, dual coding theory is featured for its explanation of the connection between imagery and affect, offering a powerful explanation of the way imagery serves aesthetic functions. Third, the model of attitude influence provides a thorough description of the ways in which an aesthetic reading can significantly impact both a reader's intention to read or continue reading, as well as attitude toward reading in general. Finally, the essay finds that the R. Ruddell and N. Unrau model (1994) accounts for the motivational value of reader stance, while also accounting for the teacher's instructional stance and its relationship to the conceptions of text, task, and the source of authority within the meaning negotiation process of the classroom. The essay suggests, in conclusion, implications for research and practice that reflect an evolving appreciation of the role of an aesthetic stance in reading and responding to literature. Contains 32 references. (TB)