Children respond to literature in several ways. They vary in their interests and preferences for particular books due to differences in age, sex, intelligence, environment, social factors, and self-concept based on developmental stage. Children respond to books based on physical and mental growth factors. Studies in physical, cognitive, language, moral, personality, and story concept development offer knowledge that can be adapted to the use of books with children. A number of studies of the theory of response to literature have implications for the use of literature with elementary school children. Several types of responses are adaptable to work with children. Developmental changes in children's responses to literature are potential guides for teachers and librarians. Research studies suggest how responses can be elicited and how teachers can keep track of the responses.