Adaptivity in reading literary texts;

Table 1
Coding scheme of students’ statements in the think aloud transcripts
Reading activity Description
RET
Retelling
INFER
Making
inferences
PROB
Detecting
problems
ASSO
Making
associations
ANA
Analyzing
EVA
Evaluating
EMO
Responding
emotionally
META
Responding
metacognitively
OTH
Other activity
Retelling, paraphrasing or (almost
literally) repeating the content of a
story passage.
Stating information not explicitly
given by the text, filling in gaps,
drawing conclusions, making
predictive or explanatory inferences.
Detecting a problem to integrate
information; pointing out a knowledge
gap or miscomprehension.
Relating the story to personal
experiences or knowledge of the
world; giving associations or personal
opinions; making intertextual links.
Noticing aspects of form, structure,
style or genre; connecting text parts.
Providing positive or negative
evaluative comments on (parts of) the
story.
Verbal and nonverbal emotional
responses to (parts of) the story;
exclamations.
Monitoring ones own reading (e.g., by
giving self-instructions) or reflecting
on ones own reading habits or
preferences.
Responses that cannot be placed into
any of the previous categories.
Flexibility in reading literary texts -16-
Sample responses to The three friends
“So, there were three friends and they
found another one.”
“A palace. So they must be rich.”
“I think something strange is going
to happen.”
“I don’t understand what this means.”
“What is ‘the wainscotting’?”
“I have two friends myself. Together
we went on a holiday.”
“The three friends remind me of the
three musketeers.”
“It starts like a fairy tale.”
“The author uses short sentences.”
“I like how this is written (…).”
“A bizarre story. I don’t like it at all.”
Laughing, sighing, moaning
“How sad!”
“Yuk!”
“I’ll just have to reread this part.”
“I am pretty used to reading this kind
of stories.”
E.g., reading aloud, commenting
upon the think aloud task,
incomprehensible statements.