Prompted by Rosenblatt\u27s (1978) framework of the reader\u27s transactional relationship to the text, this qualitative study examines four fifth-grade students\u27 stances and their responses to a narrative text in three classroom activities, a peer-led discussion group, a story map activity, and written responses. This study primarily investigates issues regarding the accessibility of shifts in stance for the students. Additionally, it calls into question Rosenblatt\u27s construct of the aesthetic-efferent continuum
