A study investigated the development of theme as five fifth-grade students read children's literature, recorded their responses in logs, and discussed their ideas in small, student-led peer groups. The five students met together as one group over the course of 5 weeks as they read historical fiction focused on Japan during World War II. Data included student logs, transcripts of their discussions, field notes, and student interviews. Results indicated: (1) student thinking about themes presented by texts varied over time; (2) instruction played a key role in the development of response; (3) students needed multiple means through which to express their response and developing ideas about theme; and (4) teachers need not dominate student interactions to insure they comprehend text and develop a sense of relevant themes. Findings suggest that students' ideas, as represented through their logs and discussions, develop as a result of increased opportunities to read, write, think about, and discuss the ideas presented in texts and that instruction should include such opportunities within reading programs. (Three tables representing original and revised predictions of students about the stories they read and five figures of students' drawings of events in the stories are included; 61 references and an explanation of transcript notations are attached.) (Author/RS)